Assessment Methods 4A. Assessment Methods Alignment and Overview Learning Goals Addressed Assessments for Project Format of Assessment Preliminary Assessment Adaptations Learning Goal #1 Students will be able to identify the parts of a plant, phases of the plant life cycle, elements a plant needs for survival/growth and plant adaptations. Pre-Assessment Multiple choice: pen and paper assessment that will ask students to identify parts of the plant, elements necessary for plant survival and phases of the plant life cycle. Checklist of skills- instructor will observe students completing preliminary project and observe knowledge of certain key concepts and mastery of certain skills. Reassure all students that there is a realistic expectations in terms of the knowledge expected of them during the pretest so that they do not become frustrated. For Students # 1,2,3: Add graphics to to allow students to better understand the questions. Multiple choice: pen and paper assessment that will ask students to identify parts of the plant, elements necessary for plant survival and phases of the plant life cycle. Checklist of skills- instructor will revisit checklist to evaluate which of the skills has been mastered as a result of instruction. For Student #1 and #2: Add new section from pre-test that allows students to label parts to demonstrate knowledge- language in multiple choice test is too difficult and is impeding their ability to communicate knowledge. Post-
Design for Instruction 6a. Instruction Implementation Tables Pre-Assessment Date: March 9, 2009 Post-Assessment Date: March 26, 2009 Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 1 #1 and #2 * Unit kick-off * Read Tiniest Seed by Eric Carle * Lecture: survival elements *Discovery Streaming Video * Plant seeds * Practice target vocabulary by recording in plant journals * Students will have many different sensory experiences during this lesson: Audio, visual, tactile * Incorporate language and content with journal recording *Use realia background with video * Stop streaming video at key points to make sure that language is not too difficult for ELLs * journal recording for all students * Work with Student #1 to set up journal and record first observations * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries 3/9/2009
Formative Assessment Results: Students are excited about the unit and the hands-on projects. Basic knowledge in place, but technical information needs to be addressed. Students are enthusiastic about topic. Students need much work on writing and more time needs to be left for this activity. Changes Made During Lesson: The streaming video was a little long and a little wordy; we skipped two sections to allow more time to write. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 2 #1 and #2 *Students will watch remaining segment of Discovery video *Students will work collaboratively to define key terms for upcoming selection by creating a mobile word wall *Students will practice writing skills by making predictions and observations in their plant journals *Collaborative work mathematical concepts when measuring plant growth *Science/English language combined instruction use of streaming video *Pre-teach vocabulary to ensure comprehension of upcoming selection. *Encourage creation of visual support for new vocabulary to reinforce meaning. * Student #1 is familiar with the format of the creation of mobile word walls. Teacher must work closely with this student and encourage participation and focus continuously. Also, encourage this student to restate definitions in her own words to ensure proper understanding. * Informal observation * Teacher Question & Answer * Completed journal entries *Accurate word wall will demonstrate successful completion of activity. 3/10/2009 Formative Assessment Results: The students are struggling with the journals. A more simplistic format might have been useful in helping them make prediction. No changes yet, too early. Students want to see progress. Changes Made During Lesson: Incorporated missing segments from last lesson which reinforced and provided visual support for “germination”. Gave Student #1 a copy of the teacher’s manual to simplify the location of the correct definitions for the target vocabulary.
*Record in Journals *Great visuals in the book will provide learners with a clear picture of plant processes. *Score on AR test Formative Assessment Results: The AR test went well for all students which means that they understood the book. Their journals need work. Changes Made During Lesson: None Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 5 #1 and #2 *Work in groups to define key terms for upcoming selection *Make a graphic organizer *Record in plant journals *Collaborative learning allows students to stay engaged and get language benefit from lesson taught. *Mobile word wall provides critical visual support necessary for ELLs and can be left it can be accessed as needed. *Teacher works closely with Student #1 to assist her in completion of tasks necessary to remain actively involved in the lesson. *Must be sure that Student #2 does not just copy words, needs to restate them in his own words to ensure comprehension. * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries *Accurate completion of the word wall demonstrates success with this task. 3/16/2009 Formative Assessment Results: Students are very familiar with the format of this lesson and comfortable with the roles assigned. They are working well together and get more accomplished now than they did when this structure was first introduced. They are also beginning to require less direction from instructor. Changes Made During Lesson: None
science journals. Formative Assessment Results: Students were able to identify descriptive words and discern between real facts and as evidenced through their responses to teacher survey. Writing is still a struggle, but improvement is being seen. Changes Made During Lesson: Brainstormed words together, versus completing the activity independently in order to assist the students who were unable to complete the assignment on their own. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 8 #1 and #2 *Students will read a story about plants *Students will create a Venn diagram comparing elements of this to the fictional selection they read last lesson *Students will make observations about plant growth and explain why some plants are not growing. *Observations will be recorded in plant journals. *Compare and contrast is a good way of reviewing and synthesizing material contained in the selections. *Students benefit from the visual support of the Venn diagram. *Making predictions is a valuable skill. *Student who makes up subgroup was absent from class- all others were able to perform the activities with no interventions. No differentiation needed during this lesson. * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries *Participation in the creation of an accurate Venn diagram indicates success with this activity. 3/23/2009 Formative Assessment Results: The students enjoyed the fiction a little more, probably due to its uniqueness. All students are doing well with comprehension. Student #3 needs oral fluency practice and explicit instruction Changes Made During Lesson: Student # 1 was absent The book was divided into 4 sections. I modeled recapping the first section and then gave each of the other students an opportunity to try which was successful and provided them with some fluency practice. fiction
in some pronunciation items that are proving difficult for her. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 9 #1 and #2 *Students will play a warm up game *Students will listen to a story about plant growth *Students will use 2 illustration in book to write a comparative description *Students will record observations in journal *These beautiful illustrations will be appealing to students and should evoke some of the descriptiveness of the works *Independent work in this lesson will allow easier assessment of skills be teacher observation *Work closely with Student #1 *Provide model of descriptive writing for all students *Place illustrations close to Student #1 and point out other visual support for writing in the room. * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries *Students will show mastery of skills by producing competent descriptions of the differences in the two illustrations. 3/24/2009 Formative Assessment Results: Writing is going well for Students #3 and #4. Student #2 is still struggling with some of the technical vocabulary and may benefit from a review. Changes Made During Lesson: This activity was outside of the abilities of Student #1. I did not require that she produce the same amount of writing as her she was simply unable. Instead we worked on a bulleted list. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment
Day 10 #1 and #2 *Students will review literature covered in to date. *Students will conduct research on an assigned phase of the plant cycle. *Students will deliver a “presentation” of the pertinent facts and descriptions related to their phase. *Cross-curricular activity, incorporates ESL, language arts and science *Good practice while they were reviewing material *Had to material to Student #1. This student would benefit greatly from a template or cloze activity to guide her in her research. * Informal observation * Teacher Question & Answer * Completed journal entries *Presentation of accurate information related to the assigned phase demonstrates success. *complete checklist of skills for each student. 3/25/2009 Formative Assessment Results: These students are ready to be through with this unit. I think they have heard enough about plants and have absorbed all the information they will be able to in the amount of time given. Oral presentation showed mastery of many of the vocabulary that was challenging at the beginning of the unit. Changes Made During Lesson: “Co-presented” with Student #1 to assure her success with this activity. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 11 #1 and #2 *Students will play a quiz game and review material presented in unit. *Students will perform a Reader’s Theater about plants. *Students will complete the instrument. *Students love competitive activities. *Games are a good way to reinforce skills and assess for understanding. *Informal assessment is sometimes the only way to truly uncover the knowledge possessed by these ELLs students who do not do well (at all) on standardized testing. *I had a special list of questions designed especially for Student #1 consisting of questions that I thought she could have some success with. This seemed to work well because none of the other students were aware that they were designed for her. * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries *Quiz game responses will show mastery of skills. *Checklist of skills will be completed based on this lesson and the previous one. 3/26/2009
Formative Assessment Results: We are through with plants and ready to move on. There is still much room for learning, but the students are becoming bored and need some new material. Examining the journal responses has me worried that this is an area that will not exhibit the expected growth. I do not think that students are taking it seriously. Changes Made During Lesson: We were not able to complete the Reader’s Theater. They loved the quiz show format so much that I let this go on for extra time. I did not want the post-assessment to be rushed and did not think that the students would get much benefit from the rushed activity. 6b. Copies of Lesson to Correspond with Implementation of Instruction Artifact: Plant Observation Log Plant Observation Log Date________________ Day # _______ My Plant Plant without water Plant without sun This is how my plant has changed: Here is a picture of my plant: Plant Observation Log Date________________ Day # _______ My Plant Plant without water Plant without sun This is how my plant has changed: Here is a picture of my plant:
Analysis of Student Learning 7. Summary of Student Progress Student Number Learning Goal Measure Measure Gain Shown Criteria met? Explanation of criteria not met? What can the teacher do differently next time? 1 1 30 75 150 % Yes 2 30 50 67% No Student has been diagnosed with language processing disabilities that may be impeding comprehension of target vocabulary. Enlist the help of teachers trained in exceptional children and