ASSESSMENT PLAN

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The assessment I chose to analyze comes from all the Lessons. The same assessment was
given to the students as a pretest. My students do not take pretest serious since it is not
entered in the grade book. Most of them did not write anything on their paper. However,
posttest is different and everyone did their best. I did not include the pretest scores because it
does not make sense. The learning objectives and standards that the assessment measures
encompass all the five lessons. The science standard of excellence SP3. Is to obtain, evaluate,
and communicate information about the importance of conservation laws for mechanical energy
and linear momentum in predicting the behavior of physical systems.
a – Ask questions to compare and contrast open and closed systems.
b: Use mathematics and computational thinking to analyze, evaluate, and
apply the principle of conservation of energy and the Work-Kinetic Energy Theorem.
• Calculate the kinetic energy of an object.
• Calculate the amount of work performed by a force on an object.
Learning Objectives:
Lesson1: Work – Work is done on an object or system to give it energy. The central focus of
this lesson is;
By the end of this Lesson, students will be able to:
 Use mathematics and computational thinking to calculate the work done by a specified
constant force on an object that undergoes a specified displacement.
 Relate the work done by a force to the area under a graph of force as a function of
position, and calculate this work in the case where the force is a linear function of
position.
 Use the scalar product operation to calculate the work performed by a specified constant
force F on an object that undergoes a displacement in a plane.
 Use mathematics and computational thinking to calculate the rate by which work is done
(power) on a system or by a system.
 Explain what is energy
 Describe the types of energy in a system, including distinguishing between types of
Potential energy
 Utilize mathematical representations to calculate the amount of Potential energy an
object has due to its position, shape or configuration.
 Make argument from evidence collected during a potential energy lab simulation.
 Why do we say that energy is neither created or destroyed but transforms from one form
to another?
 Define and explain kinetic energy of an object or system
 Calculate changes in kinetic energy of a system, using information from representations
of that system
 Calculate the amount of work a system does or is done on a system to change the
kinetic energy of the system.
 Calculate kinetic energy given the mass and velocity of the object
 Apply mathematical routines to determine the change in kinetic energy of an object given
the forces on the object and the displacement of the object.
 Manipulate the formula to calculate the unknown quantity in the kinetic energy formula
1 mv 2
2
  Under what conditions is energy conserved?
 What is mechanical energy, and when is it conserved?
 Identify and explain forms of energy and energy transformations
 Design an experiment in which to demonstrate how to maximize the conversion of
potential energy unto kinetic energy

Student Post Test

# Assessment
(Formative)
Worksheet
1 90 %
2 85 %
3 85 %
4 90 %
5 90 %
6 70 %
7 95 %
8 80 %
9 70 %
10 70 %
11 90 %
12 95 %
13 85 %
14 90 %
15 100 %
16 85 %
17 65 %
18 60 %
19 70 %
Questions #1 – 4, 9, 10, 13, 14 and 17 dealt with work and power. While the rest of the
questions covered mechanical energy, potential and kinetic energy and the conservations.
The grading of the mid unit assessment was on a 1-20 scale based on the number of problems
given. Below 72 % means not meeting expectations, 73 – 80 % means developing, 81 – 93 %
means meeting expectations, and 94 – 100 % means exceeding expectations. The posttest
comprises of all lesson parts; vocabulary, life examples and problem solving. Most of the
students seemed to have grasp on the conceptual part of the test but still lack some knowledge
in the calculations. Student #3 did well in doing the calculations but poorly on the conceptual
questions. I think this must do with student not doing extra reading after the class and also
taking notes in the class even though they were instructed to write down the definitions during
lecture. Looking at his paper, I am happy that he used my process in setting up and solving the
problems. (GUESS taught in the class (G = list all the Givens, U = list the Unknown, E = select
Equation, S = Substitute, S = Solve). When I gave him my feedback on the test, he was
surprised he missed some of the questions. My feedback was to read every question at least
twice before picking an answer. Student #2 performed well in the test. He could not believe
that he missed question #14 when I brought it to his attention. I asked him to define work and
the meaning of static. That was when it occurs to him how easy that question was. Student #1
performed well but missed two conceptual questions. He was surprised he missed the easy
questions. Overall, my students have learned to show their work. They were able to use
mathematics and computational thinking to calculate work, potential and kinetic energy, and
energy conservations.

In video clip 2 @ 5:10, the first group that presented their observation about the bouncing ball,
he wore a black outfit and a white scarf around his head. He is student #3, one of the focus
students. He scored 60 % in the test, however, he did well using the process to calculate the
quantities. The same student in clip 2, 5:10 above received a feedback from me. He was
assigned to read certain section of the chapter in our textbook. I also want to check his
notebook after each class to make sure he is taking notes in the class.

Generally speaking, for every written assessment, I try to provide written feedback on the
student’s paper. I also try to make sure that I appreciate them when they followed the process
taught in the class. Focus student #3: I tried to correct and point out the questions he missed.
On the #3 problem, I tried to get him to look at the definition of force that does work on an
object, force is parallel. Contrary to centripetal force that is perpendicular to the direction of
motion. Overall, I showed him that I appreciated him using our process in solving word
problems, however, I would like to see his notebook after each class to check for notetaking.
Student #2 feedback followed the same line as student #3. I tried to channel his attention to the
definition of the quantities like work. I am trying to get my students to pay attention to definitions
as a way to answer conceptual questions. Student #1 did well but missed two questions by not
paying attention to the definition of the words. Overall my students are paying attention in using
mathematics and computational thinking to calculate work and energy. I will pay more attention
to vocabulary words. I will work on getting my students to use the graphic organizer to improve
the vocabulary knowledge

My comments to these three particular students suggesting areas of improvement all were on
the basis of making sure they remember to use the process “GUESS”. This is a skill that we
work on every day that we are required to solve word problems. I have a lesson planned for the
following week that will give them extensive practice in the process. Furthermore, I plan to
incorporate the vocabulary and real-life more into our discussions so they are saying it as well
as doing it. Hopefully this will help those students who just aren’t getting the strategy to be able
to pick it up and utilize it effectively. For many of my other students, I offered feedback such as
“Make sure you use the process” For all my students, they will have the opportunity to practice
this process in future lessons. I will also institute more reading in the class to help my students
with vocabulary words. Introduce notebook check to make sure students are taking notes
during the PowerPoint and video presentation.

Most students could associate sentences with the key types of energy. Students were able to
present their observation as seen in TASK 3B-Academic Language Use video clip during the
the tennis ball demonstration using the vocabulary words. One last language function students
were able to demonstrate as the unit went on was their ability to carry out investigation, evaluate
their data and answer questions relating to their experiments during class discussions. This tells
me that they comprehend the energy transformation lessons and how it applies to real-life
situations.

Based on my analysis the next steps for the whole class will focus on the explanation of
evidence and the construction of an organized project. Students will build a catapult and
demonstrate the transformation of elastic potential energy to kinetic energy. How the amount
of potential energy in a system affects the amount of kinetic energy that the system can have.
They will organize their evidence from their data collected and into lab reports. Furthermore,
students will give examples of real-life scenario to support their findings. Therefore, the next
steps will also focus on the construction of an introduction and conclusion paragraphs to help
keep them on track with their claims throughout the report. Learning strategies such as
cooperative group work will be observed.

These next steps focus on the weaknesses and/or holes in academic learning that I assessed in
my classroom. I will continue to use cooperative group work to help guide my lesson plans as
numerous qualitative and quantitative studies support the notion that learning is a social
enterprise. Vygotsky believed that social interaction played a role in the development of
cognition learning could occur through social contact, Wertsch, (1994). Also, young adolescent
at this age benefit both academically and socially by interacting and deliberating with their
peers. Finally, I intend to continue in helping them organize and construct an extended
response to an issue or prompt. Not only do I believe this is a crucial skill to help my students
excel on the numerous standardized tests and benchmarks being thrown their way, but also one
that will help them throughout their life, inside and outside of the classroom. The basic premise
is that the adult provides the support and scaffolding for the individual until the individual
assimilates the knowledge into their own cognitive structure. The idea behind scaffolding is that
the support system is gradually taken away as the learner begins to take over and understand
the process, Atherton, J. S. (2010).

References:
Atherton, J. S. (2010), Learning and Teaching; Piaget’s development theory.
www.learningandteaching.info/learning/piaget.htm

Wertsch, J. V. (1994), Vygotsky and the social formation of mind. Cambridge, MA: Harvard
University Press.