Assessment Plan

I created my pre-assessment and post-assessment at the same time with the learning goals

I had determined. I knew this would be an accurate way to measure the growth of students

because they would be the same questions, just with a different biography. I planned at least two

methods of formative assessment and a self-assessment for each of the learning goals. I scored

all of the graphic organizers that students completed individually as a formative assessment, as

well as exit tickets, and open-responses. The graphic organizers or performance-based tasks

allowed me to score each objective within the learning goals. There were some formative

assessments that I did throughout the lessons that I didn’t score but certainly took into

consideration such as the think-pair-share, verbal check-ins, class discussions, and observation. I

had students self-assess in a variety of ways including thumbs scale, finger scale, emoji scale

with a written explanation, the on-task self-assessment, rubric self-assessment, and sticky-note

check-ins. I created a rubric for scoring the pre/post-assessment, as well as the formative

assessments. This was a way for me to make sure I was grading consistently and I had

expectations for the completion of activities. Students did not get to see these rubrics with the

scoring as I found my verbal or written comments to be of a better use for them. I kept track of

the scoring for the pre-assessment, all formative assessments with an average in the last column,

and the post-assessment.

Learning Goal Assessment Assessment Tool Scoring
Type Procedure /
Feedback

#1 - Identify the Pre - Question 1: Birthdate Pre/Post-Test

time period and - Question 2: Text feature Scoring Rubric
text features in a
biography Formative - Graphic organizer Formative
- Think-pair-share Assessment
Rubric, Verbal
Feedback

Post - Question 1: Birthdate Pre/Post-Test

- Question 2: Text feature Scoring Rubric

Self - Blank post-it note placed on board under I’m Verbal Feedback
confused, I’ve got it, or I could teach this

#2 - Compare Pre - Question 3: Reason for fame Pre/Post-Test

and contrast one - Question 7: Compare/contrast Earhart to Scoring Rubric
biography with themselves
another and
find their Formative - Graphic organizer Formative
contributions to - Exit ticket: learning goal one question Assessment Rubric
history
Post - Question 3: Reason for fame Pre/Post-Test
- Question 7: Compare/contrast Wonder to Scoring Rubric
themselves

Self - Emoji check-in: Learning goal and on-task Written Feedback

behavior

#3 - Identify Pre - All Questions: Subtopics Pre/Post-Test

subtopics/ - Question 3: Achievements Scoring Rubric
categories and
achievements/a Formative - Graphic organizer Formative
wards in a - Open-response check-in Assessment Rubric
biography
Post - All Questions: Subtopics Pre/Post-Test
- Question 3: Achievements Scoring Rubric

Self - Finger scale: 1 - 4 to say if they don’t Verbal Feedback

understand, are a little confused, understands
and can do it by themselves, or understands
and can teach it to a friend
#4 - Summarize Pre - Question 4: Hardships Pre/Post-Test
important - Question 6: Timeline of events Scoring Rubric
events, organize
them in a Formative - Graphic organizer Formative
timeline, and - Puzzle timeline of events Assessment
determine the Rubric, Written
hardships from Feedback
a biography
Post - Question 4: Hardships Pre/Post-Test
- Question 6: Timeline of events Scoring Rubric

Self - Thumbs scale: Up for I got it, to the side for Verbal Feedback
I could use more practice, or down for I’m
confused

#5 - Decide the Pre
central message
of the biography
with key details Formative
to support it
- Question 5: Main idea with key detail Pre/Post-Test
Scoring Rubric
- Graphic organizer Formative
- Exit ticket: learning goal, 2 questions Assessment Rubric

Post - Question 5: Main idea with key detail Pre/Post-Test

Scoring Rubric

Self - Rubric of how I would score them and Written Feedback

students assess themselves on the exit ticket
 Pre/Post-Assessment Scoring Rubric

0 1 2 3 4

#1 No answer Incorrect N/A Correct Correct

answer, but answer answer and
has includes
something location
written

#2 No answer Doesn’t name Names a text Names a text Names a text

any text feature, but feature from feature from
features, but may not be the reading the reading,
has from this explains what
something reading information
written the text
feature
presents

#3 No answer Incorrect Incorrect Correct Correct

answer, but answer, but is answer answer and
has an writes how
something accomplishm the person
written that ent was
isn’t recognized
considered an
accomplishm
ent

#4 No answer Has Has Identifies one Identifies 2+

something something challenge challenges
written down, written down, correctly correctly
but isn’t from but isn’t
the text considered a
challenge

#5 No answer Doesn’t Describes the Describes the Describes the

describe the main idea, main idea main idea
main idea but has no relevant to relevant to
correctly, but key details to the text and the text and
has support it provides one provides 2+
something key detail to key details to
written support it support it
 #6 No answer or Lists 1-2 Lists 2-3 Lists 3 dates Lists 4+ dates
has incorrect dates from dates from from the text from the text
dates the text with the text with with their with their
their event, their event, event and has event and has
but not in but not in them in them in
order or has order or has chronological chronological
1-2 dates in 2-3 dates in order order
order without order without
their events their events

#7 Didn’t fill out Has facts Has 1 correct Has 2 correct Has more
the Venn under the fact under facts under than 3+
diagram or parts of the each portion each portion correct facts
has no correct Venn of the Venn of the Venn under each
facts in the diagram, but diagram diagram portion of the
right places they may be Venn diagram
in the wrong
spot or
incorrect
facts

Total Possible Points for Proficiency

*Proficiency is 21 points but there is a possibility to be in-between stages.

0 1 2 3 4

0-3 points 5-8 points 11-14 points 17-21 points 24-28 points
 Formative Assessment Scoring Rubric

1 2 3 4

Incomplete and/or Incomplete and/or Complete and Complete and correct.

incorrect. incorrect. partially correct.

Little thought and Some thought and A great deal of A great deal of
effort went into this effort went into this thought went into this thought and effort
piece of work. piece of work, but piece of work, but went into this piece
there are mistakes. there are a few of work.
The student has no mistakes.
understanding of the The student lacks an
concept and/or understanding of the The student almost The student has a
understanding is not concept. has a complete good understanding
reflected through understanding of the of the concept.
their work. concept, but they still
need some practice.