4. Assessment Plan (Lesson Plan 3) (LO 2.

3) (APS 3)
TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to
assess student learning before, during, and after instruction.

Task
My assessments are appropriate for measuring learning for my students, because
no matter what if I am teaching them something they are going to be learning, because
everything is new knowledge for them. In this lesson plan I assessed them on coloring,
cutting, ability to color the pumpkin the correct color, and ability to visually and verbally
tell the difference in the columns that had three pumpkins to the columns that had one
pumpkin. Although, do to time constraints I was unable to gather that information and
was not able to go back and revisit the objective.
Prompt
Pre-assessment: The objective of this assessment was that the students had to color the
pumpkins in the lines/no scribbling, color them the correct color (orange, white, green,
yellow) not red, blue, purple ect. This was assessed formatively by looking at the students
work product and creating a checklist.
During-assessment: I assessed the students based on their ability to verbally and mentally
recall the first letter of their name in relation to the alphabet and when I called it out. A
formative checklist was used to analyze this data.
Post-assessment: My plan was to have students assessed based on their ability to tell me
what column was bigger and why and what column was smaller and why. I did not have a
Post-assessment because of time constraints. Although, if I did have more time I would
go further into the objective and see if they could make a graph with themselves (bodies
sitting Indian style in bar graph formation) and compare and contrast them. Or compare
the graph we made and determine the total values of the graph.

A. Provide an overview of the assessment plan

Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment
(TWS section 7)

Accommodations

Students will be able to

put their names into the
chart based on the first
letter of their name.
Students should be able
to compare the chart
and tell me what letter
does most of the

Pre: Ability to cut and

color pumpkin correctly
with the right color for
the pumpkin and stem.
Checklist
During: Correct
placement of their own
pumpkin on the chart.

If students do not
know how to
compare I will teach
them by basics if I
have 1 piece of pizza
and you have 2 you
have more pizza than
me.

I will be writing
the names on the
pumpkins so that
when they are
later placing them
on the chart they
will be able to
read and

students in our class

names start with.
Compare pumpkins
within 0-3.

Checklist Yes or no.

Post:
Post: Ability to tell me
what letter has more
pumpkins, what letter has
the least. Compare
pumpkins within the
number 0-3. Checklist

If students do not
know the first letter
in their name I will
spell out their name
for them.

recognize the first

letter in their
name. If the child
is struggling with
cutting I will
work one-on-one
with the child
during that
process.

B. Describe the pre- and post-assessments that are aligned with your
lesson objective(s).
Pre-assessment: I will assess them based on how they colored their pumpkins, and what color
they colored them. They were scored on a check or check/minus. A check means that they had the
correct color (orange, white, green, yellow) or check minus is when the child had the correct
color they just did not take their time a scribbled on their pumpkins. A minus is when the child
did not color the pumpkin the correct color (red, blue, purple ect).
Post-assessment: This assessment was the childs ability to recognize the difference between the
pumpkins in groups of three, one, or none. They were to answer these questions; What row has
the biggest/smallest, and how do you know? What is the total of the row, and what is the total
of the whole graph? Each student would be asked these questions and receive a check if they
answered them correctly, or explained to me they understood the difference when comparing
numbers 0-3. Although, we did not get to complete this portion of the activity due to time refrains
and scheduling, so my results are inconclusive.

C. Discuss your plan for determining student progress during the

lesson(s).
In 4-k everything is new for them, so determining their progress is key. Because I was not
able to collect my post-assessment data, I focused more on my during-assessment. My during
assessment was the ability the child had when verbally telling me the first letter of their name and
then their ability of placing it in the correct spot with the other children who had the same first
letter in their name as they did. I focused on this portion because at this age it is very important to
also teach social skills. I used this activity to help them understand that names are important and
each name is different, but also can sometimes be the same. I also stated that even though we all
have different names we all could still grow happily in the same pumpkin patch. Relating this
back to the social skill of getting along in the classroom with one another.

D. Post-assessment results.
Due to time and scheduling I was unable to complete my lesson plan and get the postassessment results. Alternate assignment is described above in the prompt section.

Pre-assessment
Whole Class
KEY: (X=CHECK)

Students
numbers
A

Color of Pumpkins

Coloring ability

Comments

He colored it a bright red.

We did not discuss this
color as one of the colors a
pumpkin could be.

B
C
D
E
F
G
H
I
J
K
L
(middle)
M
N
(low)
O
P
(High)
Q
R
S
T
Total:

X
X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X

X
X

X
X

X
X

A/B
X
X
X
Colored the pumpkin
the wrong color:
1 out of 19
5%

A/B
X
X
Scribbled: 8 out of 19
42%

Scribbled
Scribbled

Scribbled
Very good coloring!!
Scribbled
Scribbled

Scribbled
Scribbled

Absent
Scribbled

Overall Accomplishment:
Technique: 58%
Color of Pumpkin: 95%

Overall Results: I believe that because 42% of my class did not color the pumpkin
out correctly, as far as ability to stay in the lines and not scribble, we need to do more
practice with that ability. On the other hand only 5% of the class colored the pumpkin the
wrong color so I would say that my class mastered the ability to tell what color a
pumpkin can be.

During-assessment:
Whole Class
(X=Check)
Students
numbers

Verbally say the first

letter of their name

Ability to place their pumpkin in

the correct column according to the
first letter of their name.
X

D
E

X
X

X
-

F
G
H

X
X
X

X
X
-

I
J

X
-

X
X

L
(MIDDLE)
M

N
(LOW)

Comments

Was the first J name to

come and place his
pumpkin
Very quick to respond
also told me the child
who was absent would
go there too.
First to come grab his
pumpkin when I got to
the letter C in the
alphabet.
Did not come when his
letter was called in the
alphabet but could tell
me what his name
started with.

Was one of two letter

C names, she was
slower to respond
when I called letter C.
Knew letter sound but
not letter name.
Was not paying
attention.

He knew the first letter

of his name but was
slower to respond
when I got to his letter
in the alphabet.
He had to be told by
the other class it was
his turn to put the
pumpkin on the graph.
Although, he knows
the first letter of his
name.

O
P
(HIGH)
Q
R

X
X

X
X

A/B
-

A/B
X

S
T
Totals:
Percents:

X
X
2 out of 19 could not
10%

X
X
5 out of 19 could not
26%

Absent
During activity could
not recall by herself the
first letter of her name,
but when asked oneon-one she did respond
H.

Overall 100% ability:

64%

Overall I believe that my students do know the first letter of their name, but not in
correlation with where it goes in the alphabet. Knowing it right off the top of their head
may be tricky. To further this I would test them on their ability to recognize it if I wrote
their name out. Then I could determine if it was more they did not remember, or they are
unable to recognize and could not remember the letter name.

Lesson Plan 3: Graphing checklist

Whole Class