ED 5023 Module 4 Application | 2026 Latest Update
with Complete Solution- American College
of Education
Module 4 Application:
Designing Learner-Centered Assessments
Shannon N. Lyle
American College of Education
Module 4 Application: Designing Learner-Centered Assessments
Introduction
For this application assignment, I chose to create a learner- centered assessment and
incorporate it within my small group reading centers. This past week my 1st grade students have
successfully finished their first full week of differentiated reading centers. During our center time
students are placed in groups based on their ability for 1 full hour. Each team visits four different
centers, one being the “teacher table”. During this time, I am able to spend time with each team
in a small group setting to complete a differentiated lesson plan. After learning about learner-
centered assessments, I chose to meet with each group and have them reflect on the week’s small
group lessons and how they are feeling about 1st grade so far. The following are the steps I took
, and my reflection of trying out a learner-centered assessment with my current group of 1st grade
students using the Plan-Do-Study-Act (PDSA) cycle.
Plan
• Objectives:
1. Students will review their work.
2. Students will determine what they have learned.
3. Students will determine where they still need help.
For the learner-centered assessment, I plan on meeting with each group of students during
our reading center time to ask self- reflecting questions about how they feel about literacy. After
meeting with all four groups I will ask each individual student to complete a journal writing
activity about what they would like to get better at as a reader. I will pass out test dividers and
ask students to complete this journal quietly. I will collect the journals and pull each student
aside during their whole group phonics lesson to talk about what they wrote about. Together we
will collaborate and create a plan to reach their goal. This goal will be discussed with their
parents during conferences next month.
This assessment was created for a group of 18 first grade students; 11 boys and 7 girls.
The students attend a Title 1 school in a low-income district, with 100% of students granted free
lunch and breakfast. The goal for this assessment is to collect authentic student-centered data in
order to assess student understanding and personal details about their learning.
I predict that students will be excited to talk with me in small group and I will get most of
my information during our conversation. As for the journal, I can see some students struggling to
think of something they would like to get better at and others who will struggle getting it down
on paper. I am hoping meeting with them individually will help me get a better understanding of
their individual needs and inquiries.
I plan on collecting data through conversations, writing, and drawing. Students will have
with Complete Solution- American College
of Education
Module 4 Application:
Designing Learner-Centered Assessments
Shannon N. Lyle
American College of Education
Module 4 Application: Designing Learner-Centered Assessments
Introduction
For this application assignment, I chose to create a learner- centered assessment and
incorporate it within my small group reading centers. This past week my 1st grade students have
successfully finished their first full week of differentiated reading centers. During our center time
students are placed in groups based on their ability for 1 full hour. Each team visits four different
centers, one being the “teacher table”. During this time, I am able to spend time with each team
in a small group setting to complete a differentiated lesson plan. After learning about learner-
centered assessments, I chose to meet with each group and have them reflect on the week’s small
group lessons and how they are feeling about 1st grade so far. The following are the steps I took
, and my reflection of trying out a learner-centered assessment with my current group of 1st grade
students using the Plan-Do-Study-Act (PDSA) cycle.
Plan
• Objectives:
1. Students will review their work.
2. Students will determine what they have learned.
3. Students will determine where they still need help.
For the learner-centered assessment, I plan on meeting with each group of students during
our reading center time to ask self- reflecting questions about how they feel about literacy. After
meeting with all four groups I will ask each individual student to complete a journal writing
activity about what they would like to get better at as a reader. I will pass out test dividers and
ask students to complete this journal quietly. I will collect the journals and pull each student
aside during their whole group phonics lesson to talk about what they wrote about. Together we
will collaborate and create a plan to reach their goal. This goal will be discussed with their
parents during conferences next month.
This assessment was created for a group of 18 first grade students; 11 boys and 7 girls.
The students attend a Title 1 school in a low-income district, with 100% of students granted free
lunch and breakfast. The goal for this assessment is to collect authentic student-centered data in
order to assess student understanding and personal details about their learning.
I predict that students will be excited to talk with me in small group and I will get most of
my information during our conversation. As for the journal, I can see some students struggling to
think of something they would like to get better at and others who will struggle getting it down
on paper. I am hoping meeting with them individually will help me get a better understanding of
their individual needs and inquiries.
I plan on collecting data through conversations, writing, and drawing. Students will have
