4. Assessment Plan Lesson Plan 5 (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
Students were asked during story with cueing and probing questions and after the story with
question and response to the question Why did Lucy decide to make a collage instead of a
painting? Whom was she making the collage for? What was special about him?
When the student is able to answer these questions then they will be determined as knowing the
cause and effect of the storys plot.

Prompt
Pre-assessment: Students were assessed with a checklist that included participation, and their
ability to answer probing questions. This was an informal assessment.
During-assessment: Students were asked to put their hand into a bag and tell me what they feel.
They received a check if they used words related to feeling and followed by directions. This was
done as a checklist
Post-assessment: Students made their own collage and had to answer the question What type of
artwork is this? and What do you feel? for some of the objects used in their collage. This was
done as a checklist.
A. Provide an overview of the assessment plan
The purpose of this overview is to depict the alignment between lesson objectives
and assessments. The overview should also address any modifications and/or
adaptations needed to meet the individual needs of students based on contextual
factors.
Example of Assessment Overview: Kindergarten
Lesson Objective(s)

Students will be able to

find causes and effects of
why Lucy created her
collage differently.
Students will be able to
create their own collages
and explain what their
favorite part is.

Assessment(s) of the
Objective(s)
I will ask them probing and
critical thinking questions
during the read aloud and
create a checklist
assessment data plan.
I will ask them those
questions (Describe and
Favorite Part) one-on-one
with the student and create
a formative checklist to
analyze their responses.

Use of Formative
Assessment
(TWS section 7)
If the students do not
know why Lucy created
her collage the way she
did I will revisit the
meaning of being blind.
I may even blind fold
the students and let
them feel the carpet
barefoot and tell me
how do they know its
carpet? This way they
understand how
important senses and
textures are for those

Accommodations

If students were not

paying attention
during my read
aloud I placed them
in a chair next to
me so that they
could better focus
their attention. If
student could not
figure out the word
for their artwork I
referred back to the
book and showed
pictures ect.

people who cant see.

B. Describe the pre- and post-assessments that are aligned with your lesson
objective(s).
Above
C. Discuss your plan for determining student progress during the lesson(s).
If the student was focusing on the pre assessment, but did not get a positive score on
the post or during assessment I considered that a misguided instruction for that
child on my part. If the child was not paying attention during the pre-assessment,
then their further assessments did not mean much in terms of comprehension, but
did however tell me that they needed a different teaching method. Also, most of the
during-assessment mimicked the post-assessment. They were to tell me what they
felt using words that related to feeling/touching.
D. Post-assessment results.

Pre-Assessment: X=check 100% accuracy

-= 0 or 0% accuracy
-X= half or 50% accuracy

Student Letter

Participation

A
B

X
X

Ability to answer
probing questions
X
-X

C
D
E
F
G
H
I
J
K

AB
X
X
AB
X
X
X
X
-

X
X
X
X
X
X
X
-

L
(middle)
M
N
(Low)
O
P
(high)
Q
R

X
AB

X
AB

X
X

X
X

AB
X

X
-X

Comments

Looked as though was

copying other students
responses.

Did not respond

Was not paying
attention

Looked as though she

was copping the other
students responses.

S
X
X
T
X
X
Overall results: 1 out of 16 students were not participating during story making it 93.75% participation
during the read aloud. Ability to answer questions received 83.5% accuracy rating because two students
received only half credit, because they answered after the other students.

During-assessment:
Student Letter
A
B
C
D
E

Usage of feeling words

X
X
AB
X
X

F
G
H
I

AB
X
-

Comments

Told me it felt like a

snake.
Took it out of the bag
Took it out of the bag

J
X
K
Took it out of the bag
L
X
(middle)
M
Took it out of the bag
N
AB
(low)
O
X
P
X
(high)
Q
AB
R
X
S
Took it out of the bag.
T
X
Results: 5 out of 16 students pulled the object out of the bag and did not follow
directions leaving a 68.75% progress rate.

Post-Assessment
Student Letter
A
B
C
D
E

Abilty to tell me what

kind of art work it was
X
X
AB
X
X

Was able to answer

question 1
X
X
AB
X
X

F
G
H
I
J
K

AB
X
X
X
X
-

AB
X
X
X
-

L
(middle)
M

N
(low)
O
P
(high)
Q
R

AB

AB

X
X

X
X

AB
X

AB
X

S
X
X
T
X
X
Results: 2 out of 16 is 87.5% of students were able to tell me what type of art
work it was (COLLAGE.) This is the same results for my first questions as

Comments

Broke his snake in

half

Pulled cotton ball apart

Swirling in his chair and
reached for supplies
without my instruction.

Said fa-lodge even after

I sounded it out, broke it
apart and gave other
examples of the same
blend.

Copied another students

art work

well.