Evaluate 3.1.1 Differentiation Quest

                The creative writing assignment, entitled Using Imagery in Creative Writing, was undoubtedly a success amongst Mrs. Rickard's gifted juniors in Advanced Placement English Language and Composition. All 25 students were able to complete the assessment as assigned with very few difficulties. The only additional information that had to be provided was simply a link to a YouTube video that explained how to share documents using Google Drive. Other than that additional technical instruction, no other supplementary information was required for students to effectively complete this assessment.
 

Impact on Student Learning:

The results of this assessment affirm that all 25 of Mrs. Rickard's AP English Language and Composition students show mastery when using imagery in Creative Writing. Below is a pie chart denoting the grades on this assessment, as measured by the measurement tool created by Mrs. Rickard. Nineteen students scored within the “A” range; 5 students scored within the “B” range; and only 1 student scored within the “C” range. The mean score of the 25 students was a 93. Without a doubt, these results display skills which exceed basic comprehension.

 

Nine students (accounting for 36%) from Mrs. Rickard’s 2^nd Period class are identified as Gifted. All of these students who are Gifted scored in the “A” range on this assessment. Furthermore, three of the nine Gifted students scored a perfect 100 on this assignment. The mean score of the Gifted students was 96.

Mrs. Rickard’s 2^nd period class has two students with Individual Education Plans due to a disability. Each of those students is allotted extended time, but neither of them used their extended time accommodation for this assessment. Moreover, both students with IEPs scored in the “A” range on this assessment.

 
Individual Needs of Students:  
While the results of this assessment are exceptionally positive,  Mrs. Rickard was not surprised by the scores. This caliber of work is expected and required of all students who willingly enroll in a college-level course as a high school student. The quality of work from the nine Gifted students was not surprising either because Gifted students are typically strong writers. The only slight surprise, albeit a pleasant one, was that the one students with an IEP for Autism did not take advantage of his extended time accommodation. This accommodation is one that he typically does require for lengthy writing assignments; however, this instance was a rare exception. Once asked later on, the student with Autism proudly declared that he was so excited about choosing his own writing topic that he was able to get started on the assignment right away, and he did not feel pressured by the impending deadline.  

To improve the instruction next time, a specific deadline for peer editing should be provided. A number of students voiced their dissatisfaction with the vague suggestion for peer editing and review because some of their peers were not reliable in providing timely feedback. Several students explained that they felt an explicit deadline for peer editing comments would be an effective addendum to the assignment and would benefit both the writer and the peer editor. An editing deadline would be a positive addition to this otherwise effective assessment.