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McDonald TWS 3-ECED 429 Lesson Assessments Guide Overview of Assessment Plan: When planning assessments for my students I will consider all factors. I understand that all of my students do not learn the same way therefore they will not all be able to express their prior knowledge and learned knowledge the same way. Various methods will be used to assess students. The ways my students will be evaluated are question and answer, category flash cards, labeling, writings, illustrations, observations, etc. Since my classroom population contains some of the highest achieving students and some of the lowest achieving students, I have planned assessments that can cater to everyone. Accommodations are made to aid those students that may find some difficulties with assessments. All assessments are created to lead students toward meeting the learning objectives or goals for that particular lesson. The objectives help determine appropriate assessments. Assessment Plan Lesson Objectives Assessments Format of Formative Assessments Lesson Objective 1: Pre: Students have 1. Students will prior knowledge of work positively and estimations and its cooperatively to Pre- definition. Students demonstrate the were pre-assessed on ability to use During knowledge of numbers estimation when up to 100. Students determining the Post- are familiar with bar approximate graphs from previous number of objects class lessons. is a collection of 20- During: Checklist to 100 objects. (EEDA indicate students 4.2) (SCSS- working positively and Mathematics: 1- cooperatively. Student

Accommodations Grouping- Students were placed in groups of two when rotating stations to complete estimations. This allowed for a better use of time and peer interaction. Students were grouped considering academic levels. Bar graphs were completed individually but

2.2) 2. The students will organize data and construct a bar graph to illustrate collected data. (SCSS-Mathematics: 1-6.2) Lesson Objective 2: Students will demonstrate through illustrations the major structures of plants by identifying the stem, roots, leaves, flowers, fruits, and seeds. (SCSS- Science: 1-2.2) Pre- During Post-

estimations will be collected at each station. Post: Students have to estimate the number of skittles in a small zip- lock bag and answer question after resolving the true amount Pre: I used a picture of a flower. When pointing to different parts of the flower students were asked to name the part of the flower. Students were also asked about the plants needs at this time too. Data was recorded for each student. During: Students are assessed on their ability to recognize the parts of a plant and label it. Post: Students will be exposed to the parts of a plant again, soon when learning about the basic needs and life cycle of a plant.

Victoria McDonald TWS 3-ECED 429 teacher guidance was given when needed.

All assessments were developmentally appropriate for all students. Modifications could be made to this lesson if needed on a case-by-case situation.

Victoria McDonald TWS 3-ECED 429 Lesson Objective 3: 1. Students will recall that plants have basic needs for energy and growth. (SCSS- Science: 1-2.1) 2. Students will recognize the basic needs of plants while using their own ideas to construct drawings, symbols, and narratives. (SCSS- ELA: 1-5.2) (SCSS- Visual Arts: 1-1.1, 1-1.4) SHOWCASE LESSON** Pre- During Post-

Pre: Students were assessed using a picture of a flower. As assessing the parts of the flower (lesson 2) students were also asked to tell me anything else they knew about flower and how they grow or what makes them grow. S tudents t hat struggle with forming During: Students their ideas into developed a narrative written words may expressing the needs require more one-on- of a plant or flower and one attention. constructed a drawing to illustrate their writing. Post: Picture flash cards. Cards include pictures of essential items for a plant to grow while others are pictures of random objects not needed. Pre: Students have prior knowledge about writing for specific reasons and staying on topic. During: Students will complete a thank you letter to someone of their choice using a letter template and complete all basic parts included in a letter. Post: Future letters written in class will be observed and evaluated. This will Students that struggle with forming their ideas into written words may require more one-on- one attention. Additional modifications could be made to this lesson if needed. It is important to receive and keep the students attention throughout for an effective lesson.

Lesson Objective 4: Students will create thank you letters for someone who has done something special for them. (SCSS- ELA: 1-5.1)

Pre- During Post-

Victoria McDonald TWS 3-ECED 429 provide information confirming how much information students retained from the lesson. Pre: Students had no prior knowledge of the skills we were going to be participating in. Therefore prior to the lesson we discussed science lab instructions and possible consequences. During: A checklist was used to record students who were handling all materials correctly. Post: Future science lesson and science lab visits will determine if students made informational gains from this lesson.

Lesson Objective 5: 1. Students will demonstrate an understanding of how to complete simple science procedures when receiving logical directions. (SCSS- Science: 1-1.3) 2. Students will demonstrate the safe and responsible way to handle materials and tools. (SCSS- Visual Arts: 1-1.4)

Pre- During Post-

Students were paired up to complete the science lesson. Groups of two were formed based on performance levels. Groups of more than two would have been hectic and a power war between the 3+ students.

Evaluating Assessments: The assessments will be used to determine the progress of my students. After each assessment I will gain useful information about my students. Students that do well on pre-assessments tell me that the particular student has prior knowledge of the information and has retained and recalled it. This could also be a reflection on the home life of a student. Students that live in an environment with adults that converse with them daily tend to be aware of more than a student who has no one to

Victoria McDonald TWS 3-ECED 429 interact with after school. These opinions and trends hold to be very true when introducing a new lesson that we have never discussed at school. I will use the results of each assessment to help me to better prepare for the next assessment and how to teach the information. For example when teaching lesson two dealing with the parts of the plant the entire class was aware of the leaves on the plant. Knowing this information allowed me to use lesson time more wisely. We spent a small portion of time discussing the leaves because everyone knew what they were. When evaluating the progress after a post-assessment I can tell based on results if the lesson was taught to the best of my ability and if my goal was reached. After the post-assessments and evaluating student progress there could be need for changes in the lesson. A lesson can be determined to be to easy, to hard, or just right. Each assessment is essential to a students past knowledge, new knowledge, and future knowledge.