d.5 Generalist Licenses: Early Childhood Education Generalist: Grades 4-6 and Middle Childhood
Education 4-5 Generalist (adding a content area).
Early Childhood Education Generalist Grades 4-5 Endorsement
This is a very small program with about five completers each year. It has been in place since summer
2009.
Assessment 1: Praxis II
Elementary Education Content Knowledge - ECE 4-5 Grade Generalist - % Correct of Items
2009-2010
2010-2011
Content Areas
Mean
Range
SD
Mean
Range
Language Arts
72.5%
60.0-86.7%
13.4
79.3%
73.3-90%
Mathematics
67.3%
53.3-96.7%
19.1
71.3%
56.7-86.7%
Social Studies
52.0%
43.3-66.7%
10.1
58.0%
53.3-73.3%
Science
76.0%
36.7-90.0%
9.1
68.0%
36.7-90.0%
N
5
5
SD
7.0
11.0
10.0
22.0
Assessment 2: Grades in coursework
18 CI 630P
18 CI 631P
18 CI 632P
Teaching Language Arts and Social Studies in
Grades 4 and 5
Teaching Math and Science in Grades 4 and 5
Instructional Effectiveness in Grades 4 and 5
18 CI 672P
15 CHEM 107
Number Sense and Mathematical Reasoning
Chemistry
2009-2010: A: 11; NG: 1
2010-2011:
2009-2010: A: 24; A-: 2; B+: 1; B: 1; C+: 2
2009-2010: A: 11, A-: 1; B+: 1
2010-2011: A:2; B: 5
2009-2010: A: 5, A-: 3, B+: 1,B: 1, W: 1
2009-2010: A:2, A-: 2, B+: 2, B-: 1
Assessment 3: Lesson Plan
1. Brief description. This assessment is a lesson plan assigned in CI 632.
2. This assessment is aligned with the Common Core in these ways: The assessment provides
opportunities for students to write a lesson plan in a content area of their choice, appropriate
for teaching and learning in the fourth and fifth grades.
3. Data: Seven candidates completed this course Summery 2011. There scores were:
60/80; 73/80; 60/80; 64/80; 64/80; 60/80; 75/80
4. Interpretation of the data: Mean score: 65/80 (81%) Lesson plans reflected students’ abilities to
align instruction to assessments and engage students in learning experiences that utilized
multiple resources beyond the provided textbook. Rationales for lesson plans were generally
superficial and did not specifically connect theory and research to practice.
5. Assessment as given to students and scoring guide.
You will write a lesson plan and teach it to a group of 4th and 5th grade students in your field
placement. The lesson may be in any content area, and preferably integrated among at least two
content areas (math, social studies, science, language arts). Utilize the readings from the
corresponding week to help you decide upon instructional methods and assessment approaches.
Rationale
Instruction
Assessment
18-20
16-17
14-15
0-13
Provides convincing, studentfriendly explanation of why
the lesson is important and
how it relates to the middle
school philosophy. Explicit
explanation of how the lesson
contributes to student
learning. Connects lesson
content to Ohio and NCSS
standards. Connects
instructional methods with
course readings. Utilizes
multiple resources to inform
instruction (does not solely
rely on a textbook).
27-30
Instructional strategies clearly
reflect application of the
middle school philosophy to
teaching and learning. Lesson
engages students in active
learning and facilitates
understanding through
thoughtful use of both
teacher-directed and studentcentered instruction. Content
is both accurate and
important for students to
learn.
27-30
Assessments are clearly
linked to lesson objectives
(knowledge and skills) and
include both formative and
summative assessments.
Students are given an explicit
opportunity(ies) to
demonstrate that they have
met each of the objectives.
Clearly expresses why lesson
is important and how the
lesson contributes to student
learning, reflecting elements
of the middle school
philosophy. Connected to
Ohio and NCSS standards and
course concepts. Utilizes
multiple resources to inform
instruction (does not solely
rely on a textbook).
Includes a rationale with an
explanation of the
importance of the lesson
content. Ohio and NCSS
standards included. Some
connections made to course
content. Superficially uses
resources other than the
textbook, but the textbook is
the primary resource to
inform instruction and
learning opportunities.
Rationale does not address
lesson’s importance to
students. Ohio and/or NCSS
standards not included.
Connection to course
content unclear or not
included. Solely relies on
textbook for instruction.
21-26
Instructional strategies reflect key elements of the middle
school philosophy. Provides students with opportunities to
actively engage in learning activities appropriate for their
grade level. Content is both accurate and important for
students to learn.
0-20
Instruction does not clearly
reflect the middle school
philosophy OR students are
not provided with
adequate opportunities to
actively engage in the
lesson. Content is accurate
and important for students
to learn.
24-26
Assessments are clearly linked to
lesson objectives (knowledge and
skills) and include assessment of
each objective. Students are given
an opportunity to demonstrate
that they have met each objective.
0-20
Instruction does not reflect
the middle school
philosophy. Students are
not provided opportunities
to be active learners in the
lesson. Content may or
may not be accurate and
important for students to
learn.
21-23
Assessments are not
clearly linked to lesson
objectives (knowledge
and skills). Some
objectives not assessed.
Assessment 4: Instructional Unit
6. Brief description. This assessment is a unit assigned in CI 630.
7. This assessment is aligned with the Common Core in these ways:

Reading Standards for Literature (K-5)



Reading Standards: Foundational Skills (K-5)
Writing Standards (K-5)
Language Standards (K-5)
8. Data:
2010-2011
Total Points- 120 Possible Points
Points Earned
Number of
Candidates
% Class earning
# of Points
% points earned
120
112
108
100
90
72
2
4
2
1
3
1
15.40%
30.80%
15.40%
7.70%
23.10%
7.70%
100%
93.30%
90%
83.30%
75%
60%
9. Interpretation of the data: Mean score: 104 (86.7%). Students demonstrated understanding of
the essential elements of planning an integrated unit. The most challenging component of the
unit is the requirement to include the big ideas and essential questions. Students may not have
fully understood the meaning of these terms and may not have had experience identifying them
and aligning elements of unit plans to them.
10. Assessment as given to students and scoring guide.
Design a Language Arts/Social Studies unit using a historical fiction novel appropriate for fourth or
fifth grade. While you do not need to write a separate lesson plan for each day (a unit with a novel
could take weeks!), provide in-depth descriptions of how you would meaningfully integrate the two
content areas to foster both literacy skills and understanding of social studies concepts, specific
instructional and assessment methods you would employ, a timeline for the unit, connections to the
Ohio Content Standards for English Language Arts and Social Studies and assignments and activities
in which students would participate. See assessment checklist for specific expectations and a
general description of the unit format.
Assessment Checklist for Integrated Unit Plan


Connections to Ohio Content Standards, Benchmarks, and Indicators (however, do not limit
yourself to only these; you can extend the content and focus well beyond them!) 10 points
The Big Idea(s) of the unit. In other words, what essential or central question(s) does the unit
aim to address? These questions relate to both the language arts and social studies content.
These questions are very broad and general, and through daily instruction, inform the specific
objectives of each lesson. 30 points
o



Example: (based off of the novel Esperanza Rising) What was life like for migrant
workers during the Depression? How do authors use descriptive language to help the
reader visualize the setting? How do authors use dialogue to portray characters’
feelings?
List of daily objectives, stated in terms of what students will be able to do, addressing multiple
levels of thinking (use Bloom’s Taxonomy for guidance if needed). Remember, these collectively
aim to address the central questions of the unit. 20 points
Timeline of instruction, in-class activities, and assignments. Describe each in detail in terms of
what students will do to demonstrate their alignment with the daily objectives. 30 points
Assessments, both formative and summative. Assessments must align with the objectives and
big ideas and essential questions of the unit to demonstrate student progress towards those
overall goals of the unit. 30 points
9-10 points
Unit plan includes Ohio
Academic Content Standards
for both Language Arts and
Social Studies. Standards are
clearly aligned with all
elements of the unit plan
27-30 points
Includes “big ideas” of the
unit, clearly describing what
essential questions teacher
intends for students to gain
as a result of the unit. Big
ideas and essential questions
reflect over-arching ideas of
the unit and are clearly
facilitated through the entire
unit plan.
18-20 points
Objectives are clearly
defined, reflect high
expectations of students as
reflected in Bloom’s
Taxonomy, and are clearly
aligned with all elements of
the unit plan.
27-30 points
The timeline of activities is
detailed, indicating what
specific objectives will be
addressed for each activity,
how each activity will be
assessed, and a general
description of how students
8 points
Unit plan includes Ohio
Academic Content
Standards for both
Language Arts and Social
Studies. Reflects a general
alignment of standards with
elements of the unit plan.
24-26 points
Includes “big ideas” of the
unit and essential questions
teacher intends for
students to gain as a result
of the unit. Big ideas and
essential questions reflect a
general over-arching theme
and are partially facilitated
throughout the unit.
7 points
Unit plan includes Ohio
Academic Content Standards
for either Language Arts or
Social Studies OR includes
both content areas but does
not reflect alignment with
elements of the unit plan.
21-23 points
Big ideas and essential
questions do not reflect an
over-arching theme of the
unit. Students have limited
opportunities to reflect on
big ideas and essential
questions.
0-6 points
Unit plan is not aligned
with Ohio Academic
Content Standards.
16-17 points
Objectives are defined,
reflect multiple levels of
Bloom’s Taxonomy and are
generally aligned with all
elements of the unit plan.
14-15 points
Objectives are included but
do not reflect multiple levels
of thinking OR are not
aligned with elements of the
unit plan.
0-13 points
Objectives are not
included OR are not
appropriate for the unit
content.
24-26 points
Timeline of activities is
included, describing what
objectives will be addressed
and includes a general
description of assessments.
21-23 points
Timeline of activities is
included, but the description
of what objectives are
addressed and the
corresponding assessments
in unclear.
0-20 points
Timeline provides
limited information
regarding how
objectives are addressed
and assessed.
0-20 points
Big ideas and essential
questions are not
included, do not reflect
an over-arching theme
of the unit, thus
preventing students
from engaging in the
“heart” of the unit topic.
are provided opportunities
to consider the essential
questions of the unit.
27-30 points
Assessments are clearly
linked to unit objectives
(knowledge and skills) and
include formative and
summative assessments.
Students are given an explicit
opportunity(ies) to
demonstrate that they have
met each of the objectives.
Both objective and
subjective assessments are
used.
24-26 points
Assessments are clearly
linked to unit objectives
(knowledge and skills) and
include assessment of each
objective. Students are
given an opportunity to
demonstrate that they have
met each objective.
Assessments are included in
the unit plan.
21-23 points
Assessments are not clearly
linked to unit objectives
(knowledge and skills). Some
objectives not assessed.
Assessments are included in
the unit plan.
0-20 points
Assessments are
described but not
included in the unit plan
Middle Childhood Education Generalist (Additional content area)
This is a very small program with 0-1 completers each year. It is an extension on the middle childhood
education program, with candidates taking the middle childhood methods courses at both levels in an
additional content area, for a total of 12 credits. All candidates have attained at least a C in order to
remain in good standing and receive the endorsement The endorsement continues to be offered with
such low enrollment in that it requires no additional resources on behalf of the middle childhood
program.
Praxis II
Elementary Education Content Knowledge - ECE 4-5 Grade Generalist - % Correct of Items
Due to the small number of test takers, ranges of percent correct or provided for 2008-2009 and 20102011. The scores for the single test taker in 2009-2010 are listed.
2008-2009
2009-2010
2010-2011
Content Areas
Range
% Correct
Range
Language Arts
89.7-90%
90.0%
83.3-90%
Mathematics
70.0-96.6%
83.3%
63.3-96.7%
Social Studies
70.0-79.3%
66.7%
56.7-96.7%
Science
70.0-76.7%
63.3%
56.7%-100%
N
3
1