TASK 3: ASSESSMENT PLAN TEMPLATE

STUDENT
OBJECTIVE
(from Task
2C)

ASSESSMENTS
(Methods matched to outcome types and content area)

LEVEL OF
MASTERY
80%- This is a middle
level C. Meaning the
majority of the content
was learned.
Below are class
averages.
32.33%

RATIONALE FOR ASSESSMENTS

1. Students
will use their
knowledge
of analyzed
informational
texts- Truth
Be Told and
When
Miners
March- as
well as the
novel,
Storming
Heaven to
explain how
the events
correspond.

PreAssessmen
t

Pre-test (likert scale)

Formative

Maps (group work- students chose town

presented in novel & create map depicting it in
real life)
Vocab Graffiti (students work in groups to
create visuals for unit key words)
Grudge ball (review game- students answer
as a team and shoot basketball to wipe away
points from opposing teams)

PostAssessmen
t

Post-Test (likert scale)

79.32%

To show student knowledge of

information after the proposed unit.

2. Students
will reflect
on readings
of material in
class
(literature

PreAssessmen
t

Writers Notebook (students reflect on

readings, discussions, field trips, etc.)

53.33%

To make students feel comfortable

expressing their reflections/connections
to material

Formative

SQ3R (guided reading activity)

MTR Article (guided reading activity/authors
argument)

82%

To gain an idea of student perspectives

and assess their participation

81%

To show student knowledge of

information before the proposed unit.
To measure growth of student
knowledge towards I know a lot about
this on the likert pre/post test.

and
informational
text)- how it
relates to the
real world/their
3. Students
will gather and
integrate
multiple
sources to
justify an
argument/topic
of their
choosing
related to the
unit.

PostAssessmen
t

Unit Test (focuses on overall unit and student

relation to concepts)

88.7%

To gauge student knowledge of content

covered and ability to relate it to life

PreAssessmen
t

Scaffold Packet (source searching/outline for

paper)

78.67%

To gauge student ability to construct

research

Formative

Cliff Notes (guided reading- analysis and text

evidence)
Paper conferencing (working one on one with
students revising/discussing their papers)

80%

Ensure students are still doing well with

analyzing and citing text

PostAssessmen
t

Final Draft (Final paper- what they knew about

topic, what they wanted to learn, why they
chose the topic, present findings, reflection on
process)

61.96%

To measure ability to gather evidence

and make a justified decision, while also
seeing why the topic of interest is
relevant.

Alignment with Learning Objectives

The likert scale for objective one gauges student knowledge of the various texts that were covered, thus ensuring they
were able to see how the texts correlated. It measures their quality of knowledge on the listed topics. The formative
assessments help students to review the content in different formats and allow me to see whether or not they are making
progress.

For objective two, the pre and formative assessments are both informal. I want students to get comfortable with sharing
their thoughts and reflecting on content before grading them on such. The unit test not only covers the content, but also
their ability to make connections with it. There are several reflection questions that require students to think about how
they can use the information in their life and their thoughts about it.
The scaffold packet served as a guide for research and also text evidence. Students had to find reliable sources and also
explain why the source was chosen and what information they planned to use. The Cliff Notes activity was more of a
formal assessment on their ability to use text evidence effectively, while the research paper tied all of the objectives
together in order to measure mastery.
Assessment Criteria/Technical Soundness
Students were given clear directions, both orally and visually. At first, they students were divided on the unit. Some were
reluctant while others were excited. However on test days the students were always comfortable and ready to take it head
on. The classroom was kept at a moderate temperature and for the pencil paper tests (besides the likert) we went over
the content as a class to review. These practices helped students to relieve test anxiety and feel prepared for the
assessment. All the tests were graded for mastery being 80%. This is a mid C which I felt was acceptable considering it
would show that at least half of the content was mastered. The rubrics for each assignment are included at the bottom.
The students, on average, did not reach mastery on the Final Draft of the research paper. However, I have given them the
chance to revise their paper and it is due after the break. They have the chance to talk to me about comments made and
ask questions they have. Hopefully, they will prove mastery on this objective.
Variety of Assessments
This was actually a six-week unit. Through the many assignments and assessments, I had ample opportunities to gauge
student progress. I kept the pre tests and posttests consistent; they were not exactly alike but measured the same
objective it covered. Not only did the assessments and activities show student progress, but also observations. If I noticed
a student was struggling I would talk to them one-on-one; if multiple students were behind, I would go over the objective
again and help to guide them to the correct response with Socratic questioning. I tried to avoid, at all costs, giving them
answers.