TWS Part 3: Assessment Plan

Prompt Describe your strategy for assessing student progress (pre, during, & post) so that by the end of the lesson you will have evidence of student learning. These measure can be informal and formative (e.g. checklist, student work product, use of questions, graphic organizer, KWL, etc.). You should use a pre-/postassessment for specialty area (psychomotor, art, music) or cognitive/academic or affective domains that is valid and reliable and will measure students skills, knowledge and/or dispositions before, during, and after the showcase lesson implementation.

I selected to teach my science lesson entitled, Fizz Quiz as my showcase lesson. This lesson includes a pre-assessment, during assessment, and postassessment. All of the assessments were created to evaluate how well the students understood the lesson objective. The objective for this lesson is: At the conclusion of this lesson, the students will be able to understand and recognize what a chemical reaction is and what happens during the process of a chemical reaction. The activities in the lesson came from the FOSS Kit which was given to me by another fifth grade teacher. The activities in this lesson are based on creating chemical reactions and observing what happens in each reaction (a total of three were given in this lesson). The purpose of the pre-assessment is to determine the students knowledge on chemical reactions prior to the lesson/lab activity. Students had not been exposed to chemicals reactions, in depth, prior to the lesson, however they briefly talked about it earlier in the week. The knowledge they had at the time of this pre-assessment would come from outside the classroom or from what they remembered from earlier in the week. The purpose of the during assessment is to make sure that the students are following directions and on-task while conducting the lab. The purpose of the postassessment is to see what the students gained during the lesson, as opposed to what they knew at the beginning of the lesson. The pre-assessment and post-assessment are identical. The reason for the two assessments being identical, is to easily compare the results and to see what areas of focus each child needed and whether they met this area at the conclusion of this lesson. As mentioned beforehand, the pre-assessment and post-assessment are identical. For both assessment pieces, the students were asked three multiple choice questions and one short answer question. The three multiple choice questions were centered on content vocabulary such as: Chemical Reactions, Precipitate, and Change. The short answer question was to see if the students knew how to tell if a chemical reaction had taken place (this was something they shouldnt know, as this was being taught during the lesson.) Both the pre-assessment and the post-assessment were presented to the students in paper and pencil form.

TWS Part 3: Assessment Plan

Before giving the pre-assessment, the students would be reminded that if they did not know an answer, simply just give it an educated guess, as the students had not been exposed to the material being asked of them. The pre-assessment and post-assessment will be given a score giving the number correct over the number of total problems (correct/total). A score of 4 out of 4 indicates that the student answered all of the questions on the assessment correctly. A score of 3 out of 4, indicates that the student answered all of the questions, but incorrectly answered one question. A score of 2 out of 4 indicated that the student answered all of the questions, but incorrectly answered two questions. A score of 1 out of 4 indicates that the student answered all of the questions, but incorrectly answered three questions. Finally, a score of 0 out of 4 indicates that the student answered all of the question, but incorrectly answered all of them. The purpose of my during assessment is to informally assess my students during the conduction of the lab and cooperation with their lab partners. I would use a checklist to record several aspects in which I would be looking for including: On Task, Actively Participating, Engaged, and Following Directions. The observation sheet that the students used during the lesson will be collected for me to review after the lesson is completed. During the assessments mentioned, several students require accommodations based on impairments or according to the Individual Education Program (I.E.P). The students, who are in resource, need to hear directions orally multiple times. The resource students will be accommodated by me repeating the directions clearly several times. Also, a student in my class has a form of autism known as Aspergers Syndrome. He will be accommodated by being placed with students whom he works well with and placed in the front of the classroom, where I can watch him closely.

TWS Part 3: Assessment Plan

Assessment Plan Table Lesson Objective Assessments Format of Formative Assessments Pre: 4 question quiz Accommodations

At the conclusion Pre-Assessment: of the lesson, the students will be able to recognize what a chemical reaction is and what happens during the process of a chemical reaction. During-Assessment:

Post-Assessment:

For the student who asking students about has Aspergers Syndrome (a form of the material in which autism), he will be students will learn under careful watch of about (chemical reactions). This will be the cooperating teacher and the three multiple choice teacher-candidate to questions and one ensure he is getting short answer his work done. Also, question. he will be placed with student who he is During: Teacher known to work well observation. A with. checklist will be used to ensure that the For slow learners, students are on task, they will be paired participating, with gifted learners, engaged, and who can help them, following directions but not do to the work during the for them. Also, the experiment. The students observation teacher-candidate and cooperating worksheet will be teacher will help them collected at the along the way if conclusion for the needed. teacher-candidate to review. For the resource Post: 4 question quiz students, the teacherthat is identical to the candidate will repeat pre-assessment. The directions, orally. The assessment will have teacher-candidate will also walk by and ask the material in which them questions the students learned regarding the about in the lesson. information to see if This will be three they need any multiple choice information read to questions and one them again. short answer question.

A copy of the pre and post-assessment, along with an answer key are behind this table.

TWS Part 3: Assessment Plan