Assessment Plan

                                                                 Assessment Plan

Michelle Hamlet

EDU 645 Learning and Assessment for the 21^st Century

Professor G.  Breegle

February 11, 2012

Assessment Plan                                                                                     1

Assessing learning performances of students’ careful planning to assure that the assessment is valid and viable.  The objectives or purpose of the lesson or unit plan must clear and concise.  The students’ need to know what it is expected of them during the course of study.  There should be no confusion in the expectations or performance (testing) or how this course of study can be applied.  The student also needs to be able to ask questions for clarification of the lesson or unity of study.

By using formative assessment, while the lesson is being done, this way the instructor can be sure that all the students are understanding what is being taught and to clarify things that the students are of unclear of.   Formative assessment is an assessment tool that is “to inform day to day instructional decision making” (Kubiszyn & Borich, p 4). Summative assessment can be done once the lesson has been completed and can include multiple choices, true or false, matching, an essay and a diagram that the student will have to label correctly.  Summative assessment is an assessment tool that can be used “to inform us about broad achievement trends after instruction has been completed” (Kubiszyn & Borich, p 4).

Purpose

The purpose of this assessment plan is to familiarize the student with the process of digestion.  That digestion begins as soon as an edible substance is place in the mouth.  The students will be introduced to the digestive system, vocabulary words associated with the digestive system and a diagram that represents the digestive system.

Assessment Plan                                                                                             2                                                                                                                                Learning outcome

The learning outcome for assessment plan #1 (one)  is that the students will  answer  five (5) multiple choice questions, five (5) true or false questions, five (5) matching questions and correctly labeling a diagram of the digestive system.  The learning outcome for assessment plan #2 (two) is that the students will write a two (2) page report describing the digestive system and how nutrients are absorbed in the body. The report may contain a diagram to illustrate the report.   The students will conduct experiments to illustrate the process of digestion by looking at a piece of fruit (an apple), smelling the piece of fruit and then eating the fruit.  Students will recall and write about what occurred after each step prior to eating the fruit.

Assessment context

By administering a multiple choice, true or false and matching questions test, the students demonstrate their cognitive skills (according to Bloom’s Taxonomy).  Each question is worth five (5) points each.  The report will be worth twenty five (25) points (points will be deducted for spelling, incomplete sentences and punctuation).   The students will recall vocabulary words associated with the digestive system and how nutrients are absorbed in the body by the writing of a two (2) page report describing the digestive system and how this system helps the human body. 

Holistic rubrics

4 – Above Average

–          Control idea is clearly identified which is demonstrated by student’s work

Assessment Plan                                                                                                3

Above Average

–          Student is fully engaged  and shows no difficulty in supporting ideas

3 – Average

–          Central idea easily identified which is demonstrated thru student’s work

–          Shows no difficulty supporting ideas

2 – Sufficient

–          Central idea somewhat identified which is demonstrated by student’s work

–          Shows little difficulty supporting ideas

1 – Needs Improvement

–           Central idea not evident which is demonstrated by student’s work

–          Has great difficulty supporting ideas

Testing constraints

In administering this test, time, temperature, lighting, noise level and desk positions will be considered.  The test can be administered within thirty  (30) minutes, make sure that the classroom is as comfortable as a classroom can be, the lighting is bright enough for the students’ to view the test, that the noise level is at a minimum (if necessary close classroom door or have it slightly ajar) and have the desk spaced apart and turned so that the ability to look on another students’ test can be avoided (or if financially possible, purchase blocking boards for each student to block the test and the person taking the test.

Refernces

Bloom, B.,  Englehart, M., Hill, W., Furst. E., & Kratwohl, D. (1984).  Taxonomy of educational

objectives: the classification of educational goals. Handbook I: Cognitive domain. New

York:  Longmans, Green.

Kubiszyn, T., & Borich, G. (2010).  Educational testing & measurement:  Classroom

     applications & practice.  Hoboken, NJ: John C Wiley, Inc.

Unit Test on Flowers

Unit Test on Flowers.docx

Name_________________________________                                Date______________

 

Unit Test on Flowers

Multiple Choices (5 points each). Circle the correct letter to complete the sentence.

1.  Anther is the part the plant that
   1.  Is yellow grains  b.  are the colorful leaves c.  the main body of a plant  d.  the part of the stamen that holds pollen.
   2. Petals are what part of the flower?
      1. leaf-like segments  b.  colorful leaves  c.  yellow grains  d.  flattened structure of a plant.
      2. The part of the flower that holds the flowers eggs is called
         1. stigma  b.  stamen  c .petal  d. pistil
         2.  The main body of a plant or a flower is called
         3. pistil  b. stamen  c. stem  d. petal

True or false (5 points each).  Underline true if the statement is true and false is the statement is false.

1.  The leaf is  the flattened structure of a plant, which can grow above or below the ground.

True or False

1. The powdery substance of the flower is called the petal.  True or False
2. Filament is the threadlike substance found in plant structures.  True or False
3. The tip of the female part of a flower is called the stigma.  True or False

Matching (5 points each).  Draw a line from the word in column A to the correct definition in column B.

A                                                           B

1.  Flower                               a.  a flattened structure of a higher plant
2. Petal                                   b. yellow, powdery grains discharged from the male

part of the flower

1. Pollen                                c.   male part of the flower which contain the anther and

filament

1. Leaf                                   d.  the seed bearing part of the plant which consists of

male and female parts

1.  Stamen                             e.  segment part of the flower which have leaves and can be

colorful

iou

Essay (35 points)

Explain how a flower is pollinated.  Watch your spelling; don’t forget your punctuation and capitalization at the beginning of the complete sentence.

 

 

 

 

 

 

 

 

Unit Study on Flowers

Unit of Study:  http://www.wordpress.com/

Subject:  Science

Grade:  3^rd

Duration:   1 week / 45 minutes

Objectives:  Students will identify parts of  a flow.  Students will List parts of a flower.  Students  will recall parts of flower.

Materials:   Egg cartons, soil, water, seeds, notebook, K-W-L sheets, diagram of flower , The Tiny Seed by Eric Carle and The Cycle of a Flower by Molly Aloian and Bobbie Kalman.

Standards:  Students will develop an understanding of the characteristics of a living organism (LS1), life cycles of an organism (LS2) and organisms and environment LS3).

 

Day 1

1.  Draw a K-W-L chart on chart paper.
2. Students will help teacher fill in the 1^st column (K).
3. Students will copy this chart in notebook, filling in the 1^st column.
4. After filling in the 1^st column, read the book “The Cycle of a Flower” .
5. Students will plant seeds using materials listed above.
6. Students will copy vocabulary words (pistil, stamen, stem, leaf, petal , pollen, flower, anther, filament, stigma and style)

Homework

Students will write each science vocabulary word 5 times each.

Day 2

1.  Students will copy a drawing of the picture of the flower from chart paper.
2. Students will list the parts of the flower
3. Students will help the teacher fill in the 2^nd column (W), then write this information in their notebooks.

Homework

Students will copy definition and parts of speech for each science vocabulary word.

Day 3

1.  Students will examine the flowers handed out in class.
2. Students will glue the flower onto construction and label each part of the flower.
3. Students will check for any growth of their individual flowers.

Homework

Students will write complete 2 sentences for each science vocabulary word.  One declarative sentence ending with a period and one interrogative sentence ending with a question mark.

Day 4

1.  Student will help teacher complete the 3^rd column (L) of the KWL chart.
2. Students will fill in the diagram of a flower and color the diagram

Homework

Students will write an imaginary story using all of the science vocabulary words and study for test.

Day 5

1.  Students will correctly spelling the science vocabulary words and complete a 7 matching column test.  Students will check for any growth of their individual flowers.
2. Students will add vocabulary words any flower growth in their journal (they can draw it or write).
3. Students can choose to take their plants home or leave them in class, but their growth must be checked daily and recorded in their journal.

 

 

Handout #1 / K-W-L Chart

 

 

K(what you know)                   W(what you want to know)                L(what you learned)

  

 

 

 

 

 

 

 

 

 

 Reference

Aloian,  M & Kalman, B. (2004). The Cycle of a Flower.  New York, NY: Crabtree Publishing Co.

Carle, E. (2009). The Tiny Seed.  New York, NY: Simon & Schuster Children’s  Publishing Co.

Kubiszyn, T & Borich, G. (2010). Educational Testing and Measurement:  Classroom Application and

     Practice (9^th ed).  Hoboken, NJ: John Wiley & Sons, Inc.