Brian Lyda EDUC 461 TWS 4 Assessment Plan

TWS Standard The teacher uses multiple types of assessments and approaches (both formative and summative) aligned with learning objectives to assess student learning before, during, and after instruction. Task Design an assessment plan to monitor student progress toward unit learning objective(s ! Use a variety o" types o" assessments t#at are aligned wit# learning objectives to assess student learning be"ore$ during$ and a"ter instruction "or your unit! %#ese assessments s#ould aut#entically measure student learning and may include per"ormance&based tas's$ paper&and&pencil tas's$ or oral responses documented in some way! Describe w#y your assessments are appropriate "or measuring t#e learning objectives! (t least one s#ould be a summative measure (end o" t#e unit assessment (e!g! )ui*$ project$ per"ormance based assessment tas'$ presentation$ etc! Prompt Describe your strategies "or assessing student progress (pre$ during$ + post so t#at by t#e end o" t#e unit you will #ave evidence o" student learning! %#ese measures can be in"ormal and "ormative (e!g! c#ec'list$ student wor' product$ use o" )uestions$ grap#ic organi*er$ ,-L$ etc! .ou s#ould use a pre&/post&assessment "or specialty area (psyc#omotor$ art$ music or cognitive/academic or a""ective domains t#at is valid and will measure students0 s'ills$ 'nowledge and/or dispositions be"ore$ during$ and a"ter t#e unit0s implementation! Provide an overview of the assessment plan. 1or your unit$ identi"y t#e "ormative measures and summative one you will use be"ore$ during and at t#e end o" t#e unit! %#is plan brie"ly e2plain #ow t#e measures will be used to judge student per"ormance$ identi"y t#e type o" eac# assessment$ and any adaptations or accommodations provided "or t#e individual needs o" students based on 3E4 or 564 plans and conte2tual "actors! .ou may use a visual organi*er suc# as a table$ outline or ot#er means to ma'e your plan clear! Describe the pre-assessment that is aligned with yo r nit ob!ective"s#. Clearly e2plain #ow you will evaluate or score t#e pre&assessment$ including criteria you will use to determine w#ere t#e students0 per"ormance is in relation to t#e unit objectives! 3nclude a copy o" t#e assessment )uestions$ prompts$ and/or student directions and criteria "or judging student per"ormance (e!g!$ scoring rubrics$ observation c#ec'list$ rating scales$ item weig#ts$ test blueprint$ answer 'ey ! 31 you are using oral responses be sure and #ave a procedure "or documenting individual student per"ormance! Describe the d ring assessment meas re or meas res that yo plan to se. $%plain how it&these is&are aligned with yo r nit ob!ective"s#. Clearly e2plain #ow you will evaluate or score t#e during unit or lesson objectives! 3nclude a copy o" t#e assessments$ prompts$ or )uestions t#at will be used judging student per"ormance! 3" you are using oral responses be sure and #ave a procedure "or documenting student per"ormance!

Brian Lyda EDUC 461

Describe the post-assessment that is aligned with yo r nit ob!ective"s#. Clearly e2plain #ow you will evaluate or score t#e post&assessment (summative $ including criteria you will use to determine i" t#e students0 per"ormance meets t#e unit objectives! 3nclude copies o" assessments$ prompts$ and/or student directions and criteria "or judging student per"ormance (e!g!$ scoring rubrics$ observation c#ec'list$ rating scales$ item weig#ts$ test blueprint$ answer 'ey ! %#is "inal measure s#ould be a summative one assessing all students in relation to t#e unit objectives! Disc ss yo r plan for sing theses assessments to help yo determine st dent progress pre-' d ring' and post nit. 3" you #ave not already done so$ please describe t#e assessments you plan to use to c#ec' on student progress and comment on t#e importance o" collecting t#at particular evidence!

(ote) (n analysis o" post&assessment results$ presented in table "ormat will be e2pected to include class average or overall class summary o" per"ormance to re"lect on impact o" student learning in section 5! 4lan accordingly!

Brian Lyda EDUC 461

*verview) 7y 3nstructional Unit was based upon understanding multiplication as e)ual groups$ repeated addition$ arrays$ and a met#od "or "inding combinations! %#e pre&assessment given to students involves two (8 parts! 9ne part o" t#e pre&assessment will consist o" a s#eet assessing students0 abilities to do repeated addition$ recogni*e patterns (s'ip count $ and identi"y e)ual groups! %#is will #elp to determine i" t#e students #ave t#e "oundational s'ills to even begin t#e unit! %#is portion also contains two (8 word problems! %#ere are t#ree (: students t#at re)uire oral administration o" tests; t#ere"ore$ 3 will read any mat# word problems aloud wit# t#ese students! %#e second part o" t#e pre&assessment will consist o" problems t#at students will need to solve by t#e end o" t#e unit! %#ese two portions$ combined$ will be scored according to percentage correct! During assessments will include daily practice o" multiplication "acts$ independent wor' during groups (wor's#eets $ anecdotal notes during small group instruction$ wor's#eets "rom mat# stations/games$ c#ec' my progress$ and class discussion! (ll o" t#ese "ormative measures will drive instruction and lesson structure! %#e post&assessment consists o" an end&o"&unit test t#at re)uires students to solve repeated addition$ e)ual groups$ array$ and combination problems! %#ey will be re)uired to draw arrays and/or e)ual groups to demonstrate t#eir understanding! %#ey will also #ave to answer some multiplication "acts t#at t#ey #ave practiced and #ave been studying at #ome! %#is assessment will be scored according to percentage correct! Pre-Assessment) "See Attachment 4. # %#e purpose o" t#e pre&assessment given is two&"old! 1irst$ t#e pre&assessment measures w#et#er or not t#e students possess t#e "oundational s'ills necessary to be able to wor' pro"iciently t#roug# a unit involving understanding multiplication! %#ese s'ills include t#ings suc# as t#e ability to add "luently and accurately and t#e ability to recogni*e and use e)ual groups! <econd$ t#e pre&assessment measures t#e students0 current 'nowledge regarding multiplication in terms o" writing multiplication sentences and solving t#em as well! (ll o" t#is in"ormation is important because it will guide eac# lesson wit#in t#e unit! 3t provides me a starting point$ and it also lets me 'now w#ic# students may need more support in small group or one&on&one settings! 3 can already develop a plan "or w#ic# s'ills may be t#e #ardest "or students to compre#end! 3 will t#en plan to teac# and rein"orce t#ese more di""icult s'ills in a small group setting rat#er t#an just a w#ole group setting! 3 will score t#e pre&assessment based on t#e percentage o" problems answered correctly! 3" students score =5> or above on t#e pre&assessment$ 3 will conclude t#e students possess t#e "oundational s'ills to compre#end t#e upcoming unit involving multiplication! 9ver #al" t#e pre&assessment tests t#eir "oundational s'ills suc# as addition (repeated ! %#ese are s'ills t#at we #ave studied and attempted to master! Beyond t#at$ many o" t#e problems #ave e)ual&groups or ot#er visuals to aid in t#eir understanding! 3" students score below t#e =5> mar'$ 3 will provide e2tra support "or t#ese students during mat# stations via small group and one&on&one con"erring! 3 will also e2amine t#e pre&assessments "or w#ic# s'ills students struggled wit# t#e most! 3 will loo' past t#e overall percentage correct and loo' "or s'ills wit# w#ic# t#e majority o" t#e class struggles! 3 will also loo' "or sub&groups t#at may s#ow t#e same de"iciency in an area! 3 will use t#is in"ormation w#en "orming small groups "or mat#

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instruction! 3 will t#en loo' to see i" any students still #ave not mastered addition s'ills! 3" t#is is t#e case$ 3 will ma'e an individual plan to #elp move t#is student along! D ring Assessment"s#) "See Attachments 4.!, 4.", 4.4, 4.#, 4.$# %#e purpose o" all during assessments is to monitor student progress toward t#e goal o" ac#ieving t#e lesson and unit objectives! During assessments are e2tremely important and must be analy*ed closely as to provide t#e correct ne2t step in instruction! 3" students demonstrate progress toward t#e lesson objective$ t#en t#e lesson can proceed as planned! 3" students demonstrate little to no progress or even begin to regress$ t#en t#e lesson direction must be adapted on t#e spot! 3 will use several types o" during assessments as 3 present t#e unit! %#e "irst during assessment 3 will use is t#at o" w#ole class discussion! %#is portion o" a lesson "ollows my modeling o" metacognition (t#in' aloud ! 3 always use suc# discussion to gauge t#e engagement o" t#e students as well as i" t#ey are wit# me or not! 3 will as' probing )uestions t#at will re)uire t#oug#t and understanding to get a real sense o" t#e direction 3 need to go! 1rom past e2perience wit# t#is class$ 3 'now t#at class discussion will be very wea' i" t#ey are not understanding t#e content! %#ey are o"ten e2tremely engaged and almost too tal'ative! ?e2t$ 3 will assess students0 abilities to apply learning in a small group setting! <ome o" my lessons will "ollow t#e tabor rotations model during t#e unit! 3n small groups$ students will participate in dice and card games involving "inding a product and comparing it to anot#er group member0s product! %#e dice game$ "or e2ample$ involves rolling two dice! %#e student will t#en multiply t#e two numbers rolled to get a product! %#e ne2t person will roll t#e two dice and will "ind a product as well! ?ow t#e students will see w#o #as t#e larger product by comparing t#e numbers! %#e students will compete "or several rounds until time to rotate! %#ey will #ave a s#eet on w#ic# to record t#eir multiplication sentences and wor'! 3 will review t#ese s#eets at t#e end o" t#e day to judge t#e e""ectiveness o" t#e games as well as t#e progress o" t#e students! (not#er small group activity t#at will be used also incorporates t#e visual arts! 3t allows "or t#e students to e2press t#eir creativity$ even during mat#! %#e activity is called multiplication monster! %#e students will create a monster wit# a pre&determined number o" eyes$ arms$ #orns$ teet#$ and legs! %o determine t#e number o" eac#$ t#e students will roll two dice and create a multiplication sentence! 1or e2ample$ i" t#e student rolled a 4 and a 5$ t#e monster would #ave 86 eyes! %#e students t#en draw t#e monster on a large s#eet o" paper to be displayed in t#e room! %#e multiplication sentences will be written on a s#eet o" paper as well! %#is will allow me to #old students accountable "or t#e activity by allowing me to c#ec' t#e accuracy o" t#eir wor'! 3 can assess t#eir multiplication abilities w#ile also allowing "or creativity and increasing engagement! During small groups$ one station is 'nown as @teac#er time0 or t#e @teac#er table0! %#is station allows "or one o" my best during assessments! 3 wor' wit# a small group o" si2 students$ #eterogeneously grouped! %#e students will all #ave w#ite boards and dry/erase mar'ers! -e will practice t#e more di""icult s'ills toget#er$ and 3 am able to assess students individually and very closely during t#is time! %#ey will demonstrate t#eir wor' on t#eir w#ite board$ but t#ey will also #ave to e2plain t#eir t#in'ing to me and t#e rest o" t#e group! 3 will ta'e anecdotal notes during t#ese small group sessions! 3 will use my

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anecdotal notes along wit# independent wor' students #ave done to "orm #omogeneous groups in t#e "uture! %#is will allow me to #elp t#ose t#at are struggling and advance t#ose t#at are a#ead! %#e structure o" a typical lesson in t#e unit will involve me modeling a strategy$ guiding t#e students t#roug# t#e strategy$ and t#en allowing t#em to practice and apply t#e strategy independently! During small groups$ one station is independent wor'! %#e series 7y 7at# provides good practice t#at 3 will use "or independent wor'! %#is wor' will be reviewed "ollowing t#e lessons; "urt#ermore$ we will come bac' toget#er as a w#ole class "ollowing small groups and review t#e independent wor'! %#is independent wor' is one o" t#e best indicators "or me to determine w#et#er t#e individual student is progressing toward our learning goals! %#is is t#e time students are "orced to apply t#eir learning$ and only t#eir learning! %#ey are no longer supported by a w#ole group or small group setting! %#is is w#y independent wor' is important to include along t#e way during a lesson and/or a unit! ( "inal during assessment 3 will use occurs w#en we do come bac' toget#er as a w#ole group "ollowing small groups! 3 allow students to @be t#e teac#er0 as we review t#e independent wor' t#ey #ave done! During t#is time$ students come up to t#e board$ and 3 retreat to t#eir seat! %#ey will t#en not only solve t#e problem but @t#in' aloud0 as t#ey do so! %#is really allows me to assess t#e dept# o" t#eir understanding by #earing t#eir t#oug#t process! %#is is #ard "or many o" t#e students$ yet it is #elp"ul to t#em! E2pressing one0s t#oug#ts is a di""icult s'ill to master$ yet one t#at is e2tremely valuable in li"e! (ll o" t#e a"orementioned during assessments will be used independently and in conjunction wit# one anot#er to determine t#e pat# o" "uture lessons as well as w#en students will be best prepared "or t#e post&assessment and end o" t#e unit! 1uture lessons$ reteac#ing (i" necessary $ grouping$ and )uestioning will all be guided by t#e results o" t#ese during assessments t#roug#out t#e unit!

Post-Assessment) "See Attachment 4.%# %#e purpose o" t#e post&assessment is to see w#at t#e students #ave learned t#roug#out t#e unit according to t#e lesson and unit objectives! %#is in"ormation is crucial to me because it #elps me determine i" my instructional decisions were e""ective and resulted in student learning! 3" t#e results s#ow t#at my instructional decisions were ine""ective$ 3 will monitor and adjust immediately to improve any and all decisions t#at led to suc# results! %#e post assessment will consist o" :6 )uestions involving various "ormats and t#e use o" di""erent mat#ematical operations! %#e students will #ave to be capable o" applying t#eir 'nowledge to truly demonstrate an understanding o" multiplication! <ome o" t#e )uestions present arrays$ w#ile ot#ers present s#ort word problems re)uiring multiplication! %#e assessment also includes 86 multiplication "acts problems! %#ese are simple multiplication "acts including "acts up to 18! %#e students simply need to answer t#e problems on t#e line given! %#e post&assessment re)uires an understanding o" multiplication as well as t#e ability to )uic'ly and accurately identi"y simple multiplication "acts! %#is s'ill is valuable as students advance in t#e content area o" mat#ematics! 3 will score t#e post&assessment based on t#e percentage o" problems answered correctly! %#e goal is "or everyone to ac#ieve more t#an =5> correct on t#e post&assessment! %#is will allow me to conclude t#at t#e students #ave t#e ability to apply t#eir understanding o" multiplication wit# marginal accuracy w#en given scenarios suc# as arrays or word problems! 3$ o" course$ want students to ac#ieve muc# #ig#er t#an =5>$ but i" t#ey score below t#is mar'$ 3 will closely e2amine w#y! %#en$ 3 will determine w#et#er t#e

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material must be retaug#t! 1urt#ermore$ 3 will loo' closely at t#e assessments to determine any areas t#at may need to be touc#ed on again in t#e "uture$ w#et#er in w#ole group (i" all struggled in t#e area or in small group (i" a select "ew struggled in t#e area ! %#is will be important because t#e ne2t unit will involve division$ w#ic# is o" course closely related to multiplication!

Lesson Objectives

Assessments

Format of Formative Assessments

Accommodations

+esson *b!ective ,)
When given a multiplication sentence or a picture, students will be able to use equal groups to solve the multiplication sentence with 100% accuracy.

Pre-Assessment D ring-Assessment Post-Assessment

+esson *b!ective -)
LO 1: tudents will relate multiplication and division by using repeated addition to solve multiplication problems with 100% accuracy. LO !: tudents will be able to use arrays to solve and model multiplication problems with 100% accuracy.

Pre) 2 Worksheets& %#e "irst wor's#eet is "rom t#e mat# wor'boo'! <tudents will answer 16 )uestions relating to repeated addition and e)ual groups! %#e second wor's#eet consists o" 16 )uestions t#at as' students to solve multiplication problems as well as s#ow t#e relations#ip between multiplication and addition! D ring) Class discussion$ small group discussion$ small group games using dice and/or playing cards$ visual art creation using multiplication$ small group instruction wit# anecdotal notes$ student-led review of independent work. Post) Worksheet 3t consists o" :6 problems re)uiring t#e use o" e)ual groups$ arrays$ repeated addition$ and/or "inding

Pre and Post) Aead all directions and word problems aloud to : students t#at re)uire oral administration according to t#eir 3E4! D ring) Bomogeneous groups will eventually be "ormed to ensure all students are receiving a c#allenging e2perience wit#in t#eir respective *one o" pro2imal development! E2tra practice wor's#eets will be provided "or early "inis#ers o" independent wor'! Early "inis#ers will also #ave access to t#e small group games t#at are set up in t#e station rotations!

+esson *b!ective .)
tudents will be able to use their "nowledge o# equal groups, repeated addition, and arrays to solve multiplication word problems with $0% accuracy.

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+esson *b!ective 4)
tudents will be able to solve multiplication problems by using one or more o# the methods previously learned, including equal groups% arrays% and repeated addition, with $0% accuracy.

+esson *b!ective /)
tudents will use multiplication to #ind the total number o# combinations that can be made when given two groups o# ob&ects with $0% accuracy.

combinations to solve! 3t also consists o" 86 multiplication "acts wit# "actors no greater t#an 18!

+esson *b!ective 0)
100% o# students will be able to solve various multiplication problems using any o# the previously learned strategies, including equal groups% arrays% repeated addition% and combinations.