You are on page 1of 68

This Photo by Unknown Author is licensed under

Kasey Follis
Assessment, Grading and Data Profile
EDU429
4/8/2019
Table of Contents:
1. Research the Purpose and Principles of Effective, Quality

Assessment

2. Assessment Beliefs Statements

3. Research the Purpose(s) and Principles

4. Grading Beliefs/Effective Grading Statements (Effective

grading does/does not.)

5. Research the Purpose(s) and Principles of Effective Data Use

6. Data Beliefs/Effective Data Statements

7. Assessment, Grading and Data Communication Plan

8. State Mandated Expectations/Standards and Identified

Objectives and Titles of Assessment

9. Formal Summative Assessment

10. Two Interim Assessment

11. Two Formal or Informal Formative Assessment

12. Application of Research

13. Professional Writing and Overall Presentation


1. Research the Purpose and Principles of Effective, Quality Assessment

Assessment is, “the wide variety of methods or tools that


educators use to evaluate, measure, and document the academic
readiness, learning progress, skill acquisition, or educational
needs of students.” (Partnership, Great Schools. 2015)

Assessment for teachers and for students, is to overall benefit the learner. As teachers we assess students to see where their
strengths and weakness are to find interventions and strategies to grow the students in their learning. When we assess
students accurately, we then can benefit the students grade and overall education.
The different purposes and uses of assessment are to ask four main questions to all students. The four questions are why
assess, assess what, assess how, and communicate how? All of these questions play a part in being “key components for
quality classroom assessment. The graphic below explains the main ways for effective classroom assessment.

ASSESS WHAT?
WHY ASSESS?
What are the learning targets?
What's the purpose?
Are they clear?
Who will use the results?
Are they good?
ASSESS HOW?
What method?
Written well?
Sampled how?
Avoid bias how?

Be sure students
understand targets, too.
Students are users, too.

COMMUNICATE HOW? Students can participate in


Students track progress and
How to manage information? the assessment process,
communicate, too.
How to report? too.
The different assessment item types are…

#1 Formative Assessment
• One way to think about formative assessment, would be like a doctor having a check-up appointment
with a student. Instead of checking the student's health, as teachers, we will be checking the student to
provide them with data and instruction.
• Examples:
• quizzes
• graphic organizers
• student conferences

#2 Interim Assessment
• This type of assessment will take place at the end of a grading period, and will give the students an
overall prediction on how their performance will be on the final summative assessments. Interim
assessments allow teachers to monitor progress and benchmarks of students.
• Examples:
• pre-post tests
• running records
• rubric graded project/assessment

#3 Summative Assessment
• This type of assessment is known for measuring student's achievement, when all of the final
instruction has taken place. Like formative assessment, this would be the autopsy to the student's
check-up. As educators we want to know, what happened, what went right and what went wrong?
• Examples:
• End of unit grades
• Statewide assesments
• National Assessments
• End of unit/semester tests
(Parts of the information about assessment was found at the TeachThoughtStaff reference)

In my own classroom, I would most likely use formative assessments that allow me to see how my students are doing, while
allowing them to be pushed in their education with quizzes and tests. I am also a very relational person, and I believe that
we can only learn when we know what we are doing wrong. Having student or parent meetings will be a common
occurrence in my classroom.
There are many different components when it comes to having a balanced assessment system. The Wisconsin Department of
Public Instruction displays a well though out visual for teachers to reflect upon.
(As we know the three types of assessment that are most used are formative, interim/benchmark, and summative.)

Formative Interim Summative

Daily ongoing evaluation Periodic Large-scale standardized


strategies diagnostic/progress assessments
Immediate feedback assessments Annual snapshot
Student-centered Multiple data points across School/district/state-
To quickly inform time centered
instruction Classroom/school centered To evaluate cumulative
To benchmark and monitor learning
progress

The information listed above comes from the PDF at:


https://dpi.wi.gov/sites/default/files/imce/assessment/pdf/balsystem.pdf

The system formative, interim, and summative assessment go through covers four different areas. The four different areas are to

plan learning prior to instruction, support learning during instruction, monitor learning between instruction, and to verify

learning after instruction. There are tons of different examples and ways we can create a balanced assessment system for our

students and classroom.


The processes and tools in the classroom that will allow you to have effective, and a quality assessment system are different in
when it comes to each category of assessment. For each type of assessment, the processes to find data vary. Look at the examples
that will create an effective assessment system for the classroom.

Keys to quality classroom assessment?


Arise from a be designed to serve the specific information needs of intended users.
Arise from clearly articulated and appropriate achievement targets.
Accurately reflect student achievement.
Yield results that are effectively communicated to their intended users.
Involve students in the classroom assessment, record keeping, and communication. (Stiggins, Rick. 2007)

Examples of different assessment examples:

To To
To Plan To Verify
Support Monitor
Learning: Learning:
Learning: Learning:
(prior to (after
(during (between
instruction) instruction)
instruction) instruction)

Formative Data: Formative Data:


Formative Formative
Data: Data:
-Teacher/Student Teacher/student
portfolio -Open
discussion questioning -Exit
-First Day -Class blog; activities
student journal -Running
observation records -Portfolios

Interim Interim Data: Interim Data: Interim Data:


Data: -Portfolios
-Graded class work -Progress report
-Screener -Office discipline
-Curriculum based referrals -Interim
-Chapter measures assessment
-Curriculum based
pre-tests -Running records measures (CBM) (post-test)

Summative Data: Summative Data: Summative Summative


-Item analysis of Data: Data:
-Prior year's AP
prior summative -Benchmark
exams test test scores -AYP reports
-Prior end of year -End of unit -End of -Suspension
scores assessments/grades semester grades rates
National, state, local and classroom-based assessments impact the ‘balanced’ system of assessment by giving students

many different assessments. The list of assessments varies when living in different states. Formative and interim assessments in

the classroom are based on assessments that are integrated into the lesson and instructional assessments written by the teacher.

When it comes to summative assessment the list of national, state and local classroom-based assessments applies.

(The information listed below comes from the PDF at:) https://dpi.wi.gov/sites/default/files/imce/assessment/pdf/balsystem.pdf

The list of assessments that could be incorporated into student’s curriculum are…
MEAP
MME
NEAP
MI-Access
ACT/ SAT
EXPLORE
PLAN
TerraNova
Iowa Test of Basic Skills
Bracken School Readiness Assessment
Countywide Common Assessments

Assessment Strategy for Students/Teachers:


Allow your students to have a piece of gum or a mint while they are taking their test.
This will allow them to do something while they are processing and reading their assessments.

This strategy will also allow the students to keep their mouths busy chewing gum, instead of wanting to talk.
2. Assessment Beliefs Statements
Based on my personal research there will be and will not be certain classroom procedures and
systems when it comes to assessment. As the teacher, I will make sure that all my students are
provided with feedback. This will be done when we are having classroom discussions, when I am
grading their papers, or when we have student/teacher conferences. My students will always
know how to improve on their weakness, as well as when they are excelling in the classroom.
As a young teacher coming into the professional educational world, I will take the extra time
to research how my I can have more effective assessment systems, depending on the difference
new classes bring each school year.
Tracking progress will be a common occurrence in my classroom, for a student who is at any
age of life. Elementary students love when they can see how many books they have read, within
the marking period. High school students like knowing how their overall grade has been affected
when they get an A on their science test. Students appreciate knowing their progress in the
classroom.
Engaging assessments are educational, but also enjoyable for students. A couple ways I will
try to have my students become more engaged with their assessments are giving them a voice in
their assessment plan, keeping students aware of the changes in their standards and assessments,
and boosting their engagement by helping students use their assessment data to set challenging,
but achievable learning goals and targets. (A.L. 2018) Formative assessments are where my
students will be able to move, talk, or sing along while they are participating in their assessment.
A few of my favorite formative assessment strategies that I will be using in my future classroom
with my students are…
Exit Cards: They are written student responses to questions posed at the end of a class
or learning activity or at the end of a day. (AFRE, 2008)

Think-Pair-Share: Students think individually, then pair (discuss with a


partner), then share with the class. (AFRE, 2008)

This Photo by Unknown

Idea Spinner: The theacher creates a spinner marked into 4 quadrants


and labeled “Predict, Explain, Summarize, Evaluate.” After new
material is presented, the teacher spins the spinner and asks students to
answer a question based on the location of the spinner. For example, if
the spinner lands in the “Summarize” quadrant, the teacher might say,
“List the key concepts just presented.” (AFRE, 2008)
3. Research the Purpose(s) and Principles of Effective Grading
What are the different purposes/reasons teachers and other stakeholders have used grades?
If we look back into history, we see where grades were beginning to form. It was in the late

1800’s when schools were beginning what was known as progress evaluations for students.

Teachers simply write down the skills that students have mastered; once students complete the

requirements for one level, they can move on to the next level. (Guskey, T.R. 1994) In 1918, the

grading scales were changing into larger categories. The categories were excellent, average, and

poor. Another scale had five categories that were Excellent, Good, Average, Poor and Failing.

These were also connected to a letter grade A, B, C, D, and F. (Guskey, T.R. 1994) Finally, in

1958, Ellis Page created the letter grade being intertwined with a numerical score. Page’s results

showed that students who were receiving a letter grade, numerical score, and comments and

feedback from their teacher did significantly better than other who only had a score and a grade.

(Guskey, T.R. 1994) The students who received individualized comments did even better than

students who did not. (Guskey, T.R. 1994)

Why are some purposes more accepted than others?


Depending on teachers, their purpose for grades differentiate. There are many influences on
teachers’ grading and reporting practices. It has become evident that most teachers “haven’t
thought deeply about the issues involved in grading and reporting.” (Guskey, T.R. 2001) These
influences, and sources, have been the main factors into how teachers grade their students. The
four sources of teacher’s grading practices are,
1. The policies and practices they experienced as students.

2. Their personal philosophies of teaching and learning.

3. District, building, department, or grade-level policies on grading and reporting.

4. What they learned about grading and reporting in their undergraduate teacher preparation

programs. (Guskey, T.R. 2001)


What are the similarities and differences between feedback and grading?

Feedback Grading

Focuses on strengths Explicit and does not


and weaknesses. change depending
on the teacher’s
thoughts of the child.
Emphasizes that Both are a way
learning is what is for educators to
important. evaluate each Numerical scoring or
individual letter grades.
students’
Quality of feedback performance for
impacts the student’s learning. Grades do not
motivation for depend on opinion.
learning.

(Stiggins, Rick. 2007)

What are three or more different grading scales and systems currently being used nationally or
internationally?
Three different grading scales and systems that have been used nationally and internationally are

letter grading scale, 4-point scale, leveled grading scale, and the percentage grading scale. All of these

grading scales differ in format and numerical equation. (Guskey, T.R. 2001.)

Letter Grading Scale: This scale was established in the late 1800’s and is most commonly used in
the United States. A, B, C, D, F- are all assigned to regular term in which the student enrolled in the
course. Alternative version: A, B, C, D and E which was adapted by the Midwest.
4-Point Scale: Leveled Grading Scale: (that was established in Canada 2001)
4.0 is the highest Level 4= A or excellent (exceeds provincial standard, 80-100%)
3.0 Level 3= B or good (meets provincial standard, 70-79%)

2.0 Level 2= C or average (approaches provincial standard, 60-69%)

1.0 Level 1= D or passing (well below provincial standard, 50-59%)


Level R= F or failing (remedial action necessary, 0-49%)
0.0 is the lowest

Percentage Grading Scale: (Tens, Nines or Eights System):

• A = 90 or higher = 92 or higher = 93 or higher = 94 or higher


• B = 80-89 = 83-91 = 85-92 = 86-93
• C = 70-79 = 74-82 = 77-84 = 78-85
• D = 60-69 = 65-73 = 70-76 = 70-77
• F = 0-59 = 0-64 = 0-69 = 0-69

What does research- and experience say about the following debated fair grading practices?
Rick Wormeli says that there are three grading malpractices that relate to grading-related
practices.
1. Withholding assistance when students need it.
Is this fair for educators to do when students ask for extra help on assessments, yes.
This is a fair action or educators to take, if all students are not receiving extra help while
their assessments are taking place. Especially for middle school/high school students,
they need to learn that they will not be allowed to receive extra help while they are
taking tests and quizzes.

2. Assessing students in ways that do not accurately indicate their mastery.


“With every assessment, we must consider what we are trying to test and find the best
way of revealing what students know.” (Wormeli, Rick) Allowing students to complete
their assessments in different ways. Such as allowing students to express what they
know about pollution through interpretative dance.

3. Allowing extra credit and bonus points to change the grade report.
“Extra credit, gives students hope, and if the student is willing to take the initiative to
do something a little extra, he should be rewarded by the addition of more points or a
raised grade.” (Wormeli, Rick) I believe that offering extra credit is great for students
who want to show how much they care about their grade. This is also great for students
who may have had a poor test grade and would like to earn back points they missed on
an assignment. I do believe that there should be a limited amount of extra credit when
an assignment or assessment is given.

Should academic and non-academic work both be represented in one letter grade?
-"Students should have multiple opportunties to demonstrate learning." (Guskey, Thomas R.) I
believe that my students should have an equal opportunity to increase their grade. When it
comes to participation points, I don't believe that all students should lose points for thier lack in
participating. Some students are shy, but brilliant. While others may be extremly social and
relational and bearley know how to read a full paragraph without making a miscue. I will make
participation a reward in my class by making those points extra credit points for my students to
recieve. I do think that instruction should be engaging enough that all students will want to
participate, but I understand students who have bad days and the last thing they want to do is
speak up and "act" joyful in class. Overall, I do not believe that academic and non-academic
should be part of one letter grade.

Should you grade homework for


formative assessment? What should get graded?
-Instead of grading homework for formative -The components that will be graded in my
assessment, I would rather check for classroom will be...
student understanding on how they are *Assignments sent home for grading.
comprehending the content. Such as
reviewing my students exit letters before *Interim and summative assessments to
they leave my classroom. Instead of making check student progress.
it a graded requirement, I would make sure *Group/individual presentations.
my students are all on track. If they seemed
to be confused or misunderstanding the *I do NOT think student behavior should be
content, I would make a grade in the classroom.
- sure to have a
teacher/student conference.
Should students be allowed re-do's/
Should you use Zeros? retakes?
"If the grade is to represnt how well students have -Through research, it has been found that
learned, mastered established learning standards,
or achieved specific learning goals, then the students who are allowed to re-take and re-
practice of assigning zeros clearly misses the do assignments have been more highly
mark." (Guskey, Thomas R. “0 Alternatives.” ) I effective for the classrom enviornment. Rick
disagree with giving zeros, expecially when they are Wormeli said, "Without hope-especially
used in elementary leveled classrooms. I believe we hope that teachers see the moreal,
should change out grading scales, report behavior compentent, and responsible self inside
aspects seperately, and abandon the idea of giving
zeros to our students. (Guskey, Thomas R. “ them, waiting to shed its immature shell-
Alternatives.”) students disengage from the school's
mission and the adults who care for them."
(Wormeli, Rick. )
4. Grading Beliefs/Effective Grading Statements (Effective grading does/does not)

What will be done in your specific classroom pertaining to grading?


As the teacher I will want to constantly be asking the questions,
• What do my students need?
• What are my students’ strengths that need to be built on?
• How should I group my students?
• Am I going to fast? Too slow? Too far? Not far enough? (Stiggins, Rick)
This will go along with my assessment and grading processes. When it comes to grading
and assessing my students I will always reflect and make sure my students needs were met
through instruction, and that will be shown with how well they did on their
assignments/assessments. If my entire classroom did poorly on an assessment or
homework assignment, I would go back to that content and re-teach the curriculum to make
sure all of my students were confident on those targeted standards. I also will allow students
to grade one another’s work at times and allow them to turn in assignments for participation
and not a true letter or percentage grade. Grading processes will vary in my classroom
depending on the group of students I have for the year.
What will you include or not include while grading? Why/Why not?
While grading I will make sure I include feedback on returned assignments, a letter grade
or percentage, and at times a sticker for an encouragement booster. I will not share or
include information about the highest or lowest test score with students because that will
diminish the confidence in students who struggled on their assessments.
How will you address fair grading practices?
Fair grading practices will be addresses as a rules/procedure talk while in the classroom.
My students will understand that everyone will be on the same playing field when it comes
to grading. The only students that will have a differentiated grading scale will be students
with an IEP that have certain accommodations or modifications that may impact their
grading. I will strive to make sure my students grading system gives all students an
opportunity for high grades, their grades will reflect on their experiences in the classroom,
and I will be flexible to try to meet all my student’s needs.

What specific research-based grading system do you believe in and will you use in your
idea classroom?
The grading system I would like to have in my classroom is having a purpose behind every
assessment given to students. Each student will be able to understand that these
assessments and tests are being given so they can eventually achieve their academic goals.
My classroom rule will be that 0’s will not exist, but an I for incomplete will be given if a
student does not turn in an assignment or they had gotten a 0 on their assessment/test. I
will allow re-do’s and re-takes in my classroom. I also believe that rubrics will be
wonderful to use while projects or papers are being created in the classroom. This way the
students will be able to understand exactly what is being asked of them and sequential
steps to completing their assignment will be used. Depending on the grade level of the
class, I will create the rubric and explain all of the steps for a great score to my students.
On the rubric, the number grades for student achievement will looks like… (Cox, J. (2019)

3 = Meets grade level expectations


2 = Developing the skills necessary for this grade level/occasional support needed
1 = Progress is below grade level, frequent support needed
X = Not applicable at this time

The students will also have a progress chart that will give the student a letter grade,
percentage, and adjective explaining their progress in the classroom. (Cox, J. (2019)

A (Excellent)= 90-100
B (Good)= 80-89
C (Average)= 70-79
D (Poor)= 60-69
F (Fail)= 59-0

What scale will you use? How did you decide? What will it look like in your classroom?
For my elementary students, I believe that using the percentage grading scale allows
students to have a percentage and letter grade to show them their full understanding of how
much work they have put into their studies and into their class work. When it comes to my
special education classroom, I believe that using the E-S-N-U scale will work best. The
students then will not be labeled by their grade, but they will be put into a category of either
excellent, satisfactory, needs improvement, or unsatisfactory. I chose these scales because
they seemed the most fair and manageable for me to take care of as the teacher. As an
elementary teacher I will make sure all of my students are understanding of their grading
scale. Before every graded assignment I will tell my students that they will being graded on
their hard work and effort. My students will always be aware of assessments, quizzes, and
tests that are coming up weeks ahead of time. This will allow all my students to prepare and
have a confidence about their intellectual abilities. For my students with special needs, I
chose the E-S-N-U scale. This scale would not “stamp” my students with a letter grade or
percentage, but rather an area they can grow in or keep achieving.
5. Research the Purpose(s) and Principles of Effective Data Use

Over time, demographic data indicate


changes in the context of the school.

Demographics
Enrollment,
Attendance, Drop-
Out Rate,
Ethnicity, Gender,
Grade Level

Over time, perceptions can tell


Over time, school processes us about environmental
show how classrooms change. improvements.

Perceptions
School
Process Measurements Perceptions of
Learning

of Data
Description of Enviornment,
School Programs Values/Beliefs,
and Processes Attitudes, and
observations

Student
Learning
Standardized Tests,
Norm/Criterion-
Referenced Tests,
Teacher Observations
of Abilites, and
Authentic
Assessments

Over time, student learning data give


information about student performance on
different measures.
Who is using this data?
The people who are using these “measures” of data are called Professional Learning Communities.
In these learning communities they work to answer the four questions that will help answer the
purpose of the fundamental data being collected.
The four questions that are being answered are…

What do
students
need to
know?

What will we do How will we


when they know when they
already know it? have learned it?

What
will we
do when
they
haven't
learned
it?
Facts About Professional Learning Communities
✓ The PLC teams are made up of teachers within their students’ curriculum and
development. Together they are working to share knowledge about what the students
need to know.
✓ “In a PLC, teams of teachers develop and use common formative assessments to
monitor student progress on essential outcomes. These assessments are aligned with
local and state assessments.” (M. (2006)
✓ Within the PLC community when interventions for students are taking place, there is a
school-wide systematic response. (M. (2006) This happens so teachers will not be left
alone having to incorporate and handle interventions on their own.
✓ A PLC provides all students with a rigorous and challenging academic program. Pre-
assessment strategies are used to determine if students already know content.
Advanced instruction and materials are then provided for these students. (M. (2006)
What are the additional types or kinds of data?
The different types of data and kinds we are wanting to collect are for… (Bernhardt, 1998)

Student Learning:
GPA
Summative/Formative Assessments Scores
Stndardized Test Scores
Demographics
Enrollment
Attendance
Race/Ethnicity
Gender
Perceptions
Parent Surveys
Adminstration
Interviews
Student Surveys

School Processes
Instructional strategies being documented
Progress Monitoring
When it comes to choosing a specific type of data over another, I believe that using a variety of data

and different types, will beneficial for your students. Between quantitative and qualitative data, both

can be used in the classroom. Quantitative data be the harder approach at data analysis because it is

measurable and more concrete. While qualitative data seems to be softer and more personal, that

also allows other opinions to be an impactor.

Why do teachers need to effectively utilize data? When teachers take their student data, they can see

how they can best help their class or certain individuals who seem to be struggling most. As

educators, we live to understand what our students need most in their academic journey. Utilizing

data effectively will allow the students to trust that their teachers will be able to understand how they

are learning in the classroom. The student and teacher become more understanding of one another,

and they can get a sense of how one another is feeling about the different standards and objectives

being taught in the classroom.

Three ways teacher can apply the data they have collected in the classroom effectively are…
• Create a SUPER IMPROVERS WALL!
This display of data is for students to track
the improvements and progress in the
classroom. The whole purpose is focused
on their improvements. “Each student is
working on his or her own goal and
making improvements on becoming a
better and better student.” (Boschen, Jessica)
Within this practice for effectively applying
data, the students will be able to set goals
for themselves. When they have reached
those goals, they will be able to celebrate
all the work they have done do far.
• Set SMART goals that are intertwined with their data results
Allow students to choose either one to two goals
that will allow their data results to increase. This
will also allow the students confidence and
accountability in themselves increase. These
SMART goals can be used with behavior or with
academics. “The heart of the product is the
upward arrows. Students (with help from the
teacher) look at their assessment data and set a
goal of where they want to be in a certain number
of weeks. Depending on the goal, anywhere from
two-six weeks is a good time frame.” (Boschen,
Jessica)

• Analyze and act on the data to IMPROVE student performance


There are two different frameworks that Illuminate Education has found resourceful and effective
when it comes to finding ways that data will be used effectively. Depending on the school, teams
of board or staff members will come together to see how members of the school need to act when
it comes to data. When creating a framework for all teachers and to follow, all will need to meet
the requirements and policies it may hold. (Balow, Chris)
6. Data Beliefs/ Effective Data Statements
I found my overall idea for the topics of each statement from, Cepariu , D.

Ownership Process
• I will teach studnets to take • I will inform students that
ownership of their personal their data results will be like
data and test resuts. My a long process or road being
classroom will have an run. Progress monitoring
improvement board for will be a main data
students to display their retrieving strategy that I will
improvements and progress use in my classroom.
on test scores and
assessments.

Content Systems
• I will allow my students to • As a class, we will have
give me self evaluations "data cleansings" and look
after our lessons/units have back and reflect on how well
been completed. They will our data system worked.
allow to tell me how I can Personally, this is when I
help them understand the will look into how well my
content in a more efficent or instructional choices
clear way. This will impacted my students
hopefully help their data understading of the
results. curriculum.
7. Assessment, Grading and Data Communication Plan
Teacher’s Part: Student’s Part:

To give students feedback Understanding how to apply their own


progress monitoring within their class time

To inform parents on their child’s progress Complete assignments that they have
missed, forgotten to do, or have gotten an
incomplete.

Establish a system of keeping all student Take ownership of their own work and
information study in advance for their upcoming
assessments and tests.

Communicate all information with Keep an open line of communication for


administration, colleagues, and parents. students to feel comfortable to come and
express their frustrations or questions
regarding their assessments, grades, and
past data results.
Hello parents,

The grading system that will be used this year in our classroom is called the Leveled Grading Scale. This
scale will allow yourselves and your children to see how well they are doing in four different categories. The
Leveled Grading Scale will show students what level number, letter grade, descriptive adjective, and
percentage they will be receiving in the classroom. Instead of only assigning our students a letter grade, this
grading scale will allow them to see what level of proficiency they are currently in. If anyone has questions
about this grading scale, please email me at my school email address. The Leveled Grading Scale is shown
below.

Leveled Grading Scale:


Level 4= A or excellent (exceeds provincial standard, 80-100%)
Level 3= B or good (meets provincial standard, 70-79%)
Level 2= C or average (approaches provincial standard, 60-69%)
Level 1= D or passing (well below provincial standard, 50-59%)
Level R= F or failing (remedial action necessary, 0-49%)

When the students’ complete assignments, assessments, and when progress reports are given, they will
receive one of these levels of grading. Again, please contact me if you have any questions about this
grading scale.
Can’t wait to see you all at parent teacher conferences!

From,

Miss Follis
Jake’s Semester Report Card:
Name: Jake G Teacher: Miss Sickness
School: Awesome Sauce School Year: 2019-2020 Grade: 3rd
Principal: John Williams the Fourth
Nine Weeks 1 2 3 4 TOTAL:
Period
Leveled Grading Scale: Days 45 36 37 47 165
Level 4= A or excellent (exceeds provincial standard, 80- Present
100%) Days 0 5 0 1 6
Absent
Level 3= B or good (meets provincial standard, 70-79%) Days Tardy 0 0 0 0 0
Level 2= C or average (approaches provincial standard,
Early 0 1 0 1 2
Dismissals
60-69%)
Attendance - - - - -
Level 1= D or passing (well below provincial standard, Affecting
50-59%) Work
Conference ✓
Level R= F or failing (remedial action necessary, 0-49%) Requested

Reporting Grade 1 2 3 4 YEAR Letter Grade


Reading- Grade 3 85 83 90 91 87 A
Language Arts- Grade 95 94 98 98 96 A
3
Science- Grade 3 66 59 69 70 66 C
History/Social 78 75 80 82 78 B
Studies- Grade 3
Math- Grade 3 98 95 96 97 96 A

Teacher Comments
1St Marking Period: Jake has been doing very well in all his subjects. He has showed up to class on time
everyday and I love how I have seen his smiley face every day this semester. Jake has a lot of enthusiasm and
energy during and after class. Jake is almost always on task and seems to follow directions extremely well. One
strategy Jake could learn more in depth would be how to be more organized with his course work and graded
assignments. I find his desk most messy and unorganized while cleaning my room. I do believe that if Jake
learned a few organizational tips, he would be able to stay more on task and focus for an extended period.
2nd Marking Period: Jake has been slowly improving on his organizational skills, but because he has been
sick over this marking period it has been hard for him to find a consistent routine. I am proud that he has
caught up on all his assignments and tests that he missed while he was gone.
3rd Marking Period: I have been thrilled with Jake’s work ethic. We have had a few moments to speak
teacher to student, and he seems like he has been responding well to what I have said.
4th Marking Period: Jake was a pleasure to have in class this year. I would encourage you to work on his
science studies with this resourceful textbook covering some of the objectives that will be covered in the 4 th
grade.
Junie’s Semester Report Card:
Name: Junie B. Teacher: Miss Sickness
School: Awesome Sauce School Year: 2019-2020 Grade: 3rd
Principal: John Williams the Fourth
Nine Weeks 1 2 3 4 TOTAL:
Period
Leveled Grading Scale: Days 45 34 34 47 160
Level 4= A or excellent (exceeds provincial standard, 80- Present
100%) Days 0 2 3 0 5
Absent
Level 3= B or good (meets provincial standard, 70-79%) Days Tardy 2 4 0 2 8
Level 2= C or average (approaches provincial standard,
Early 0 0 0 0 0
Dismissals
60-69%)
Attendance - - - - -
Level 1= D or passing (well below provincial standard, Affecting
50-59%) Work
Conference ✓ ✓ ✓
Level R= F or failing (remedial action necessary, 0-49%) Requested

Reporting Grade 1 2 3 4 YEAR Letter Grade


Reading- Grade 3 50 52 54 55 52 D
Language Arts- Grade 51 58 59 52 55 D
3
Science- Grade 3 62 60 64 66 63 C
History/Social 65 70 68 69 68 C
Studies- Grade 3
Math- Grade 3 80 82 80 83 81 A

Teacher Comments
1St Marking Period: Junie seems to find reading extremely difficult, while in social studies and science she
finds them to be extremely “boring.” When it comes to math she excels and can shine in her intellectual
abilities. My goal is to get Junie’s overall percentage in reading and language arts above a 50%.
2nd Marking Period: Junie has been tardy or late to many classes this making period. When she is late it
becomes hard for her to get into a steady rhythm. In almost all of Junie’s classes, she is excelling at her own
rate, but she is improving.
3rd Marking Period: I figured out that Junie loves being read to by her peers. When we have done buddy
reading tasks, Junie is focused and completely engaged. I have paired her up with a reader in the classroom
that loves to read at home to her younger brother. Junie and her reading partner have loved working together.
Junie is beginning to get the hang of things in the classroom.
4th Marking Period: I adored Junie’s happy spirit when she was in my classroom. I believe we need to have
parent teacher conference once more before the school year is out discussing Junie’s academic journey.
8. State Mandated Expectations/Standards and Identified Objectives and Titles of Assessment
CHANGES IN MATTER
The lesson that I would be creating for my second-grade
students would be about the changes in matter. This unit
plan all together would take about one to two weeks for
completion. All together there will be five lessons for the
students to complete. The lessons will be on,
o Classifying Matter
o Measuring Matter
o Temperature Changes Matter
o The water Cycle
o The water Cycle and Us
In the beginning of the lesson plan the websites and selected texts will be included. Along with
vocabulary words, parents’ letter, a concept map, and a fun introductory lesson for the students.
When all five lessons have been completed, as a class we will be participating in a celebration of
learning.
The guiding questions that these featured lessons will be working on answering are…
1. How do you identify and classify the three types of matter?
2. How does temperature make solids, liquids, and gases change?
3. How does the water cycle affect life on earth?
To endure understanding…
1. There are specific qualities used to classify the three states of matter.
2. Temperature can make matter change its state.
3. Water changes between solids, liquids, and gases in the water cycle to help living things on
earth.
For our celebration of learning the class will be evenly split into five groups. Each group will be given
a theme. The themes will be based upon the information and new knowledge that was taught in each
lesson. Each group of students will be asked to act out their theme in a skit and show the rest of the
class the information that was taught in the individual lesson. Together the students will work to act
out a 2-5-minute-long performance. In the performance they will use appropriate vocabulary and
scientific concepts that were shown through instruction and guided practice. The expectations for
celebration of learning is for students to have fun and show their class the new knowledge they have
learned over the past couple of weeks. We want to show our students how proud we are with how
hard they have worked these past couple of weeks.
The standards for this lesson will be…
ELA Common Core
• RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade
2 topic or subject area.
• W.2.7 – Participate in shared research and writing projects (e.g., read a number
of books on a single topic to produce a report; record science observations).
• SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Math GLCE
• M.UN.02.09: Compare and order numbers to 1000; use the symbols > and <.
• M.UN.02.09 - Read temperature using the scale on a thermometer in degrees
Fahrenheit.
Science GLCE
• P.PM.02.14: Describe objects and substances according to their properties.
• P.PM.02.15: Compare weight and volume of objects.
• E.FE. 02. 33-35: Describe the properties of water as a liquid/solid/gas.
• S.IR.02.11: Demonstrate scientific concepts through various illustrations,
performances, models, exhibits and activities.
Social Studies GLCE
2 – P4.2.2 – Participate in projects to help or inform others.
The objectives that the five lessons will contain are listed below.

Lesson 1: Classifying Matter Lesson 2: Measuring Matter


• The student will make observations to • The student will use > and < to compare
describe properties of solids, liquids, and weights of different objects with 100%
gases. proficiency.
• The student will categorize solids, liquids, • The student will compare the weights of
and gases with 80% proficiency. different solids, liquids, and gases.
• The student will identify the meaning of the • The student will write sentences accurately
words “solid,” “liquid,” and “gas.” comparing properties of different solids,
liquids, and gases, including weight.

Lesson 3: Temperature Changes Matter Lesson 4: The Water Cycle


• The student will measure water temperature with a
• The student will describe the process of the
thermometer and describe how it affects water.
• The student will make observations to describe how water cycle.
the temperature of water is being affected by hot and • The student will identify the steps of the
cold properties. water cycle through their illustrations and
words.

Lesson 5: The Water Cycle and Us


• The student will research how to take care of
water.
• The student will report on how we affect the
water cycle and why we should take care of
it.
9. Formative Summative Assessments

(Number # = Lesson plan number/ Letter = Formative assessment)


1. Classifying Matter
a. Observe and Respond: The students will be able to look at the three types of matter by
using their sight, touch, and smell. Using different manipulatives and gestures, the
students will need to classify which types of matter are being used.

2. Measuring Matter
a. Let’s Compare Matter: In lab groups the students will be able to weigh and record
different types of matter. A few of the materials they will be measuring will be rocks,
water, air, and cotton balls. Through this lab, the students will be answering the
questions of which type of matter they are measuring, how much it weighs, and which
has more mass.

3. Temperature Changes Matter


a. Reading Thermometers: In this lesson the students will have two different formative
assessments. The first will be writing a paragraph response to how temperature affected
different types of matter. Students will be observing the changes happening to each type
of matter when the temperature is being affected. Secondly, the students will be learning
how to use a thermometer. In this formative assessment, the students will be able to read
a thermometer and understand how many degrees Farenheit the thermometer is
reading.

4. The Water Cycle


a. The Water Cycle: As a class, we will be learning about the steps of the water cycle. After
our lesson has been completed the students, individually, will be able to complete a fill
in the blank worksheet about the water cycle steps.

5. The Water Cycle and Us


a. Water Writes: After reading an informational book about the water cycle, the students
will be writing a letter to their parents about how they think the water cycle affects our
earth. They will be able to write about facts they learned pertaining to the water cycle or
questions they still have about the water cycle.
Example of Rubric for Blue Prints for Summative Assessment

RUBRIC 4-5 points 2-3 points 0-1 points


The Water The student explains The student explains The student fails to
all steps of the water most or some steps mention the role of
Cycle cycle accurately of the water cycle the water cycle on
using targeted with no more than earth or incorrectly
vocabulary like, one error. describes its steps.
evaporation, Incorporates some
condensation, etc. targeted vocabulary.

Affect Between The student The student The student fails to


connects that we mentions the mention the
People and rely on the water importance of water importance of water
Water cycle for many parts but fails to give any or what we use it for.
of our lives, i.e. it examples of what we
provides us with use it for.
drinking water.

How/Why Save The student The student The student fails to


describes how water mentions that describe the affect
Water becomes dirty and wasting or polluting humans have on
the negative water is bad but water and how we
consequences of does not describe sometimes
wasting water or the role humans play waste/pollute it. The
polluting water. The in this. The student student does not
student provides does not give more give any tips on how
multiple examples of than one tip of to save water at
ways to properly saving water. home.
care for water in the
home.
Bloom’s Taxonomy: Student Friendly Objectives
(These objectives will be covered through instruction, and the students will be
tested on these objectives through there summative assessment.)

I can label items as a solid, liquid or gas.

I can write sentences to compare solids, liquids, and


gases; I can measure and record the weight of solids,
liquids, and gases.

I can read the units on a therometer in degrees


Farenheit.

I can draw and label the parts of the water cycle.

I can debate why people should take care of our water.


Formal Summative Assessment Layout:
The students’ summative assessment will be covering a variety of different parts from their

Changes in Matter lessons. Taking chunks of different information for students to be assessed on,

will allow progress monitoring to take place. All information that will be presented on the students’

summative assessment, they will have already seen this information once or twice while their

individual lessons were taking place. The content that was taught during their guided/independent

practice time will be the same content they will be assessed on.

The students’ content, from their lessons over changes in matter, will be spread out and

chunked into different sections. In each section the class will be assessed through multiple choice

questions, true/false, writing responses, or fill in the blank.

Before the assessment is given the directions for all students will be read aloud. I will go through

each part of the assessment and make sure to clarify any questions or concerns from students. After

student’s questions are answered, the students who have test accommodations will be able to leave

or have access to extra assistance from a general education teacher, special education teacher, or a

paraprofessional/aide.

Questions from data to use while grading:


• What is the correlation between the formative assessments to the summative assessment,
pertaining to the water cycle fill in the blanks? Were students able to understand each meaning
to the key terms?
• During the student’s formative assessment over the different states of matter, were they able to
label at least 8/10 pictures correctly into their appropriate category?
• What objective, in lesson four covering temperature, did all students struggle on most?
• Objectives: P.PM.02.14: Describe objects and substances according to their
properties.

1 2 3

Directions:
Pick one of the types of matter for each picture.
What type of matter would water be? (solid, liquid, or gas) __________________________

What type of matter would steam be? (solid, liquid, or gas) _________________________

What type of matter would a pumpkin be? (solid, liquid, or gas) ______________________

Flip to the next page


• Objectives: P.PM.02.15: Compare weight and volume of objects.

Directions: Writing about Matter: If we are weighing a cotton ball and a rock, which one will be
heavier and why? Write at least 2-5 sentences.
Key words: mass - matter - heavier - less

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Flip to the next page


• Objectives: M.UN.02.09 - Read temperature using the scale on a thermometer in degrees Fahrenheit.

Directions: Read the thermometers and write down their temperatures on the blanks below.

Flip to the next page


• Objectives: S.IR.02.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits and activities.

Directions: Find in the missing blanks with one the steps of the water cycle.
ANSWER KEY
• Objectives: P.PM.02.14: Describe objects and substances according to their
properties.

1 2 3

Directions:
Pick one of the types of matter for each picture.
What type of matter would water be? (solid, liquid, or gas) LIQUID

What type of matter would steam be? (solid, liquid, or gas) GAS

What type of matter would a pumpkin be? (solid, liquid, or gas) SOLID

+1 One point for the student filling in all of the missing blanks correctly.

Flip to the next page


• Objectives: P.PM.02.15: Compare weight and volume of objects.

Directions: Writing about Matter: If we are weighing a cotton ball and a rock, which one will be
heavier and why? Write at least 2-5 sentences.
Key words: mass - matter - heavier - less
All students will need to use at least 2-4 key words in their paragraph they are writing. The student
responses will be read by me and graded according to the student’s understanding about the lab we
participated in during class time_______________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

The students will receive all five points on this question if they write 2-5 sentences, use at least 2-4 key
words in their sentences, and three points for clarifying their understanding.

Flip to the next page


• Objectives: M.UN.02.09 - Read temperature using the scale on a thermometer in degrees Fahrenheit.

Directions: Read the thermometers and write down their temperatures on the blanks below.
+2 One point for the student filling in all the missing blanks correctly.

60 30 10

56 + 16 = 72

72 degrees

+2 Two points for the students making the correct number sentence and finding the final temperature on Saturday.

Flip to the next page


• Objectives: S.IR.02.11 Demonstrate scientific concepts through various illustrations, performances,
models, exhibits and activities.

Directions: Find in the missing blanks with one the steps of the water cycle.

+1 One point for the student filling in all of the missing blanks correctly.

Condensation

Precipitation
Evaporation

Collection
Total Amount of Points for Student Success on Summative
Assessment:
Page one: +3
Page Two: +5
Page Three: +8
Page Four: +4
Total Number of Answers Correct / 20 points

Grading Scale that will be used will be the Level Grading Scale:
Level 4= A or excellent (exceeds provincial standard, 80-100%)
Level 3= B or good (meets provincial standard, 70-79%)
Level 2= C or average (approaches provincial standard, 60-69%)
Level 1= D or passing (well below provincial standard, 50-59%)
Level R= F or failing (remedial action necessary, 0-49%)

20/20 = 100% 10/20 = 50% 1


19/20 = 95% 9/20 = 45%
18/20 = 90% 8/20 = 40%
4 B
17/20 = 85% 7/20 = 35%
16/20 = 80% 6/20 = 30%
A

15/20 = 75% 5/20 = 25%


3 R
14/20= 70% 4/20= 20%
13/20 = 65% 3/20 = 15%
12/20= 60%
2 2/20 =10% B
11/20 = 55% 1/20 = 5%
A

B
Low Performing Student Assessment
Medium Performing Student Assessment
High Performing Student Assessment
FACT HYPOTHESIS ACTION PLAN
All three of my students performing The students had multiple Keeping the same opportunities for
on this assessment mastered the opportunities to work with the my students when instructing
three types of matter objective. different types of matter students about the three types of
manipulatives. matter.
Variety in my students answers for This activity was instructed for After the lesson about weighing
the written paragraph about students to work in small groups. matter is complete, I need to
weighing matter, was insightful. This may have caused the variety in emphasize how matter is
the student’s writing. differentiated and cover our
key/vocab words more in depth.
On the water cycle portion of the The students have become confused The water cycle song could be taught
assessment, the students seemed to on which part of the water cycle is to the students to allow them to use
get the two areas of precipitation which. another study tool when trying to
and condensation confused. remember the steps to the water
cycle.
When it came to the reading Reteaching the difference between Measuring temperature with
thermometers on the assessment, all Celsius and Farenheit will allow the different manipulatives and tying to
students were able to read at least students to understand which side to connect key words to the vocabulary
Celsius or Farenheit. read when reading a thermometer. terms of Celsius and Farenheit.
There were no pre-tests that were Data that would have been collected Assigning a pre-test for the students
available for students to participate through the pre-test could have to take before they take the formative
in before the summative assessment. shown what students needed to assessment will help show
learn more in depth. improvements after they have taken
their assessment.
When it came to my students’ The students not having detailed Giving students a rubric for their
paragraph structures, they seemed instructions about how their assessment would help improve
to be all over the place and varied paragraphs structure should be may their format and writing structure
from student to student. have affected their variety in when answering the paragraph
paragraph structure. related questions.
Allowing multiple choice on the Students answering multiple choice Incorporating a few multiple-choice
student’s assessment may allow a questions may allow more reflection questions for students may be a
higher level of thinking to occur for on the content to happen while positive aspect for student learning.
all students. answering the questions.
Different approaches were taken The confusion for students may have Incorporating explicit instruction
when looking at the number been that the directions were too into the number sentence question
sentence question on the summative broad and not as explicit. on the assessment will allow
assessment. students to understand what is being
asked of them while answering.
The length of the assessment was Making the assessment longer may Providing more multiple choice or
not as long in comparison to other have allowed data to show the short answer questions will allow
summative assessments. students proficiency levels. more data to be shown through the
students work.
No where on the assessment were Asking students to share example Through an essay or symbolic
students asked to describe the three and definitions of the three types of representation, students will show
types of matter in detail. matter might have shown if they what they have learned about the
learned the main learning targets three types of matter and how they
being taught throughout this lesson. differ from one another.
Number of Questions Answered Correctly

S.IR.02.11

M.UN.02.09

P.PM. 02. 15

P.PM. 02. 14

0 1 2 3 4 5 6 7 8

High Performing Student Medium Performing Student Low Performing Student


Student Answers that were Correct

14

12

10

0
Question 1 Question 2 Question 3 Question 4

Low Medium High


10. Two Interim Assessment (Formal Checkpoints)

By this point I hope all students will be able to understand what the term matter is and what it
consists of. Matter is impacted by a variety of substances and elements. For my students’ interim
assessments, I will be assessing their knowledge on recoding different heights and lengths of
random objects placed within the classroom. Along with testing their proficiency levels in how
well they can read a thermometer.
Both interim assessments are to check my students progress levels before and after taking the
summative assessment.

Learning Objectives:
1.) Students will know how to compare different heights and lengths of matter through reading a
ruler and recording their information.
2.) The students will be understanding how to read a thermometer better after feedback and
assessments have taken place.

Interim Assessment #1: Measuring Matter


This assessment will allow students to use a practical math and science tool, a ruler. With their
ruler the students will be allowed to find solid mattered objects and record their measurements.
Each object in the classroom will have a pink sticky note attached to the top with a number that
informs students on which objects they need to still visit.

Interim Assessment #2:


This assessment is to check students progress on understanding how to read thermometers
correctly. Students will be allowed to read the thermometers setting on and in different objects
within the classroom. The four different objects that students will be reading thermometers are
going to be,
1. A cup of water at room temperature
2. A bowl of ice cubes
3. On the window
4. In an empty bowl
Interim Assessment #1: Measuring Matter

NAME: ________________________________________
DATE: ________________________________________

Learning Target: The student will compare the heights of different solids, liquids, and gases.
Directions: Quietly, you will be walking around the room with a ruler and measuring different
objects that are in the classroom. Your rulers will have inches and centimeters, and the questions will
be asking for you to read the ruler and write down your measurements.

#1
A Pencil
________________ inches _________________ centimeters
#2
The top of your desk
Length
________________ inches ___________________ centimeters
Width
________________ inches ___________________ centimeters

#3
Our science book
Length
________________ inches ____________________ centimeters
Width
________________ inches ____________________ centimeters
ANSWER KEY

Interim Assessment #1: Measuring Matter

NAME: ________________________________________
DATE: ________________________________________

Learning Target: The student will compare the heights of different solids, liquids, and gases.
Directions: Quietly, you will be walking around the room with a ruler and measuring different
objects that are in the classroom. Your rulers will have inches and centimeters, and the questions will
be asking for you to read the ruler and write down your measurements.

#1
A Pencil
______7.5_______ inches ______19.05_________ centimeters
#2
Our science book
Length
_____11________ inches _______27____________ centimeters
Width
_____1_________ inches _______2.54 or 2.5______ centimeters

#3
Water bottle
Length
______8__________ inches _______20____________ centimeters
Width
______2__________ inches _______5_____________ centimeters
Interim Assessment #2: Thermometer Readings
NAME: ________________________________________
DATE: ________________________________________

Walk around the room and pick up the thermometers are read the degrees
in Farenheit and record your answers. Make sure you read the side with
the F and not the C!
Learning Targets: The students record thermometer data.
WHAT IS THE TEMPERATURE IN DEGREES FARENHEIT? (F)
ANSWER KEY

Interim Assessment #2: Thermometer Readings


NAME: ________________________________________
DATE: ________________________________________

Walk around the room and pick up the thermometers are read the degrees
in Farenheit and record your answers. Make sure you read the side with
the F and not the C!
Learning Targets: The students will record thermometer data.
WHAT IS THE TEMPERATURE IN DEGREES FARENHEIT? (F)

55-60 F

25-30 F

65-70 F

50-65 F
Grading Plan:
Interim Assessment #1:
Although there were only three numbered questions, each question contained two different
parts. #1 only consisted of two points, but numbers 2 and 3 consisted of four.
Total Points for this assessment are 10 points.

Grading Scale that will be used will be the Level Grading Scale:
Level 4= A or excellent (exceeds provincial standard, 80-100%)
Level 3= B or good (meets provincial standard, 70-79%)
Level 2= C or average (approaches provincial standard, 60-69%)
Level 1= D or passing (well below provincial standard, 50-59%)
Level R= F or failing (remedial action necessary, 0-49%)
Question Numbers:

#1 = +2
#2 = +4
#3 = +4

10/10 = 100% 3/10 = 30%


9/10 = 90% 2/10 = 20%
8/10 = 80% 1/10= 10%
7/70 = 70%
6/10 = 60%
5/10 = 50%
4/40 = 40%
Interim Assessment #2:
Each question would be worth two points for the students answering the question near the
estimation of what the thermometer is reading, and for labeling the degrees in the correct labeling
of Farenheit.

Grading Scale that will be used will be the Level Grading Scale:
Level 4= A or excellent (exceeds provincial standard, 80-100%)
Level 3= B or good (meets provincial standard, 70-79%)
Level 2= C or average (approaches provincial standard, 60-69%)
Level 1= D or passing (well below provincial standard, 50-59%)
Level R= F or failing (remedial action necessary, 0-49%)
Question Numbers:

#1 = +2
#2 = +2
#3 = +2
#4 = +2

8/8 = 100 %
7/8 = 87%
6/8 = 75%
5/8 = 63%
4/8 = 50%
3/8 = 38%
2/8 = 25%
1/8 = 12%
Student Data for Interim Assessments:

Background: The size of this second-grade class is 26 students with 13


being female and 13 being male. This assessment was taken after class
instruction for lessons one through three had been completed.
Percent Rakings for Questions Answered Correctly

100% 87% 63% 50%

[For the seven students who did not get a one hundred percent on their interim assessment, a re-
take was allowed. After grading the students first interim assessment, they were able to see that
their most common mistakes were forgetting to label their recordings with the degrees in
Farenheit and reading the wrong side of the thermometer.]
This is what a students’ data looked like after allowing them to re-take their interim assessment.

One Student's Data After a Re-Take was Granted and Feedback was Given

1.5

1
Post Re-Take
0.5
Pre-Re-Take
0
Question 1 Question 2 Question 3 Question 4

Pre-Re-Take Post Re-Take


Facts Hypothesis Action Plan

Not having multiple choice as Without the multiple-choice For students who struggle with
an option for students allowed option, some students may comprehending information and
true data to take place. have been more on edge when writing, allowing them to take
answering short answer their tests orally could be an
questions. alternative option.
Offering more questions for Assigning more questions on Finding more personal data from
students to answer, would their interim assessment could formative and informative
have shown more data for have caused more fear about assessments can help
their post-assessment results. the summative assessment. understanding the degree at
which my students are at.
Allowing my students to re- Without the re-take and Allow re-takes to happen when
take their assessment about discussion of feedback, my students score under a certain
thermometer reading, will students might have done percentage or number of
allow their understanding of more poorly when it came to questions answered incorrectly.
the learning objectives to the summative assessment.
increase.
When reading the directions Without the directions being Allow a
and participating in an read to students, and an student/teacher/paraprofessional
example of how they will find example not being shown, to read the directions of all
their answers, they seemed to overall grades may have assessments aloud for the class to
be more confident when decreased. hear before taking part in their
answering questions on their assessment.
own.
11.Two Formal or Informal Formative Assessments
Self-Evaluations: The students will be asked a variety of different questions about matter before we

begin class instruction and guided practices. This self-evaluation will allow students to show their

prior knowledge about matter. I will explain to the class that this data we are taking will not be

graded, but it will show how much they know about the new topic we will be learning about.

This assessment would be taken before instruction is given. It will be similar to a student’s interest

inventory or a pre-test.

Connected Text and Open Class Discussion: Bringing a connected text for students to listen to before

instructional practices begin, will allow them to visualize and comprehend the objectives they will be

learning. The connected text also allows inquiry and questions to be asked before guided lessons are

taught to the students.

The connected text will allow the students to have a literacy component integrated into their science

lesson. Allowing a child friendly text incorporated into their instruction will allow them to feel more

comfortable about the information they will be learning.


I understand what the word matter means.

I know the difference between solids, liquids, and gasses.

I know how to read a thermometer.

I know how to measure matter.

I understand what the word mass means.

I know how to record matter weights.

I feel confident in these areas of science, that were listed in the list above.

I am excited to learn more about the types of matter.


Introductory Activity

For our introductory activity we will be reading the book called What
is the World Made Of?: by Kathleen Weidner Zoehfeld. Before we
begin reading the story we will have an open class discussion to what
we think the book will be about. Ask the students if any of them know
what the term matter is. If they have ideas about what matter is,
write their thoughts and guess up on a whiteboard. After the students
have had their attempts at defining the word, tell the students what
matter is. Describe how matter can be in three different types, a
solid, liquid, and a gas. End the discussion by telling the students
matter is everything that surrounds us. Then provide your students
with details and examples of how all things are made up of matter.
After the open discussion has ended, guide your students through a
picture walk of the text and allow them to guess and briefly talk about
their thoughts of the illustrations that are being observed on the
book’s pages.
References:
A.L. “3 Ways to Engage Students in the #Assessment Process.” Advancing Assessment Education, 17 May 2018,
www.assessmenteducation.org/blog/three-ways-engage-students-assessment-process/
AFRE. Tomilson, Carol Ann. “Formative Assessment Strategies .” 25 Quick Formative Assessments for a Differentiated
Classroom , 2008, pp. 5–21., doi:Judith Dodge, Scholastic Teaching Resources
Balow, Chris. “Six Steps for School Leaders to Use Data Effectively.” Illuminate Education, 8 June 2017,
www.illuminateed.com/blog/2017/06/six-steps-school-leaders-use-data-effectively/
Bernhardt, V. L. (1998). Multiple Measures . California Association for Supervision and Curriculum Development, (4).w2
Boschen, Jessica, et al. “Student Goal Setting in Elementary School.” What I Have Learned, 23 Nov. 2018,
www.whatihavelearnedteaching.com/student-goal-setting-in-elementary/
Cepariu , D. “Effective Master Data Management.” Compact, 2019, www.compact.nl/en/articles/effective-master-data-
management/
Cox, J. (2019, February 27). The Do's and Don'ts of Grading Elementary Students. Retrieved from
https://www.thoughtco.com/how-to-grade-elementary-students-2081481
Guskey, T.R. (1994) “Making the grade: What benefits students?” Educational Leadership 52(2). 14-20
Guskey, T.R. (2001). Developing Grading and Reporting Systems. Thousand Oaks, CA: Corwin Press, Inc. p. 16-17
Guskey, Thomas R. “Computerized Gradebooks and the Myth of Objectivity .” Phi Delta Kappa , 83(10), June 2002, pp.
775–780. Atn. Press.
Guskey, Thomas R. “0 Alternatives.” Curriculum & Instruction , Oct. 2004, pp. 49–53. PL .
LearnyKids. “Worksheet Does Not Exist.” Learny Kids, learnykids.com/worksheets/measuring-matter
M. (2006). Professional Learning Communities (PLCs) and the Four Critical Questions pdf. Professional Learning
Communities Institute
Multiple Measures of Data. (2003). Using Data Analysis Comprehensive Schoolwide Improvement, 15. doi:Eye on
Education
Partnership, Great Schools. “Assessment Definition.” The Glossary of Education Reform, 10 Nov. 2015,
www.edglossary.org/assessment/)
Stiggins, Rick, et al. “Classroom Assessment for Student Learning .” Merrill/ETS College Textbook Series , vol. 22, no. c.2,
2007, pp. 12–115. Prentice Hall
TeachThoughtStaff. “6 Types Of Assessment Of Learning.” TeachThought, 25 Jan. 2018, teachthought.com/pedagogy/6-
types-assessment-learning/
Wormeli, Rick. “Fair Isn't Always Equal – 3 Grading Malpractices.” MiddleWeb, 9 Apr. 2018.
Wormeli, Rick. “Redos and Retakes Done Right .” Educational Leadership , Nov. 2011, pp. 22–26.

You might also like