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Karie Hein

Extended Response Assessment

Clear Purpose: Extended Response Assessment
The Michigan State Board of Education Early Childhood Standards of Quality for
Prekindergarten state that one important early learning expectation is that
Children show a beginning awareness of scientific knowledge related to living and
non-living things. [HSCOF-4.2.1, 4.2.2]. The purpose of this assessment for
learning is to allow students the opportunity to demonstrate the ability to collect,
talk about, and record information about living and non-living things through
discussion and drawings. Another purpose is to help not only the teacher
understand what areas in which the child may need more help but also to help the
students understand and create goals they could work toward in learning to
categorize living and non-living things.
My goal for this formative assessment is for the students to be able to practice
constructive reflection. I believe they will accomplish this by looking at their
strengths and choosing achievable goals based on activities they can work on to
enhance their ability to classify living and non-living things within the classroom.
Clear Targets: Extended Response Assessment
Learning Target
1. Collect, talk about, and record information about
living and non-living things.

Item #

Total #
of Points

Scoring Scale for Extended Response Assessment

4 points - In addition to Score 3, the student is able to make in-depth inferences and
applications that go beyond what was taught.
3 points The student observes and compares the structures and behaviors of
living and non-living things. The student exhibits no major errors or omissions.
2 points There are no major errors or omissions regarding the simpler details and
processes as the student:
-living picture cards into categories according to similarities
and/or differences.
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes in explaining why each picture is living or non-living.
1 point With help, the student has a partial understanding of some of the simpler
details and processes and some of the more complex ideas and processes.
0 points - Even with help, there is no understanding or skill demonstrated by the student.

Name ___________________________________
Date ___________________________________

Living vs. Non-living Assessment

1. Please choose two living cards and two non-living cards from the living/nonliving picture cards. After making your choices, draw and name two living things
under the column labeled living and two non-living things under the column
labeled non-living. Please decide if you feel happy and confident or have
questions (?) and are unsure about your answer. Then explain why each of your
pictures is a living or non-living thing. The teacher will record your explanations.



Student Self Reflection

Lets go through the areas you felt happy and confident in to see some of your
strengths. Lets also look at what you had questions about or were unsure of and set
some goals.
I was good at
My Goal is
*Thank you for trying your best and thinking about your learning and goals.