Assessment Plan Assignment

8/8/2019 Assessment Plan Assignment

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Assessment PlanKimberly Richman

Grade Level- Third GradeConcept- Life Sciences(Specifically, Animal Sciences and Process of EggIncubation)

My Assessment Plan includes many different assessments. These in-clude a variety of assessments types. Some of these are performance assess-ments and some of them include handouts that I will use to assess the studentsthat I have designed myself.

An example of a handout that I created is a Scientific Crossword Puzzle.This is designed to meet Learning Objective #2. Another handout that I cre-ated is an Egg Worksheet that shows a transparent egg. It invites the stu-dents to label the parts of the internal egg. This is to compliment LearningGoal #1.

Another handout that I created is a Word Search to also complimentLearning Goal #1. This assessment is very worthwhile. The students cansearch for the words which is a great language arts activity. Finding the wordswill reinforce the science vocabulary that they have learned. The letters left

behind will leave a hidden message for the students.The final hand-out/ performance assessment correlates with Learning

Goal #4. It involves encouraging the students to write a story based on usingthe science word bank words. They will be able to use the student friendly ru-bric as a guideline for their work.



Learning Objectives Assessments Format of Assessments

Learning Objective 1:

At the conclusion of this unit,

the student will be able to dem-

onstrate an understanding of

chicken embryology by being

able to label the parts of a

transparent egg with 100% ac-

curacy. (Science)

Lower-Order Cognition

Pre-assessment

Formative assessment

Post assessment

Checklist: Observe during Learning Centers:Chicken and Animal Science Matching Game

Egg Worksheet Labeling Parts of an Egg; MakeEgg Posters & Perform presentations; Video

showing process of setting chickens to hatchand a live hatch w/ discussion and oral quiz

following;

Checklist: Observe during Learning Centers:

Chicken and Animal Science Matching Game;

Chicken Incubation Word Search PerformanceAssessment w/ Hidden Message


Given a word bank of vocabu-

lary words pertaining to chicken

embryology, students will be

able to define the words with

85% accuracy. (Vocabulary)

Lower-Order Cognition

Pre-assessment


Post assessment

Checklist: Ask questions about embryology – use “Thumbs Up” response techniques w/ stu-

dents to discover prior knowledge level;

Scientific Crossword Puzzle; Students Make

Flash Cards & practice together; Students

make classroom video together designed to

“teach” the other third grade class aboutchicken embryology; Multiple Choice Review

Checklist: Review material in groups; Play

“Chicken Embryology” Jeopardy


Given a computer and the web

address to our classroom blog,

the student will be able to gener-

ate either a creative question or

a unique message with 100%

fluency. (Technology)

21st Century Skill

Higher-Order Cognition

Pre-assessment


Post assessment

Checklist: Play “Four Corners” as you ask questions related to students’ computer experi-

ence & literacy.

Students generate a creative message or a ques-

tion on the classroom website w/o adult assis-tance; Use SAFE Online Training – practice w/

peers.

Checklist: Give students short computer post-

test about online safety and computer tech-

niques.


Using the terms from our science

word bank, the student will be

able to construct a story with

100% of the word bank words

used and spelled correctly.

(Language Arts)


Pre-assessment


Post assessment

Checklist: Running Records to determine read-ing levels & abilities; Instruct children to write

a story about their favorite activity to gain

inventory w/writing sample;

Have students write story using science word

bank words; This is a performance assessmentand includes a student-friendly rubric.

Checklist: Running Records; Oral Quiz about

parts of speech using response boards


At the conclusion of this unit,

the student will be able to dis-

play data with 100% accuracy

using a line graph. (Math)


Pre-assessment


Post assessment

Checklist: Put figures on chalkboard and ask student to use that data to create a graph;

Graph the number of fertile and non-fertile eggs

using line graph and discuss difference; Invite

students to graph the number of eggs that suc-cessfully hatched compared to those that did

not.

Checklist: Have students exchange graphs that

were assigned and correct each others papers;

Have final graphing test.



A. Example of four questions I could ask students during forma-tive assessments. (These are nearly unlimited in number.) One

of these questions must reach procedural knowledge.

1. How many days do you turn the eggs for before you keepthem still?

2. At what temperature should you set the incubator for a goodhatch?

3. What are some reasons for a poor hatch?

4. Can you describe the candling process and why it might bebeneficial in egg incubation? (procedural knowledge)

B. I have one female student in my class who has difficulty hear-ing. This student hears at about 70% of the level that we do.

1. I will make sure that I accommodate by using visual aidswhen appropriate. For example, I will use the board to makelists, etc. and will make sure there is complete understandingbefore progressing.

2. I will also request an assistive device, such as a small micro-phone to help that student achieve success in my classroom.

3. I will make sure that the student can always see my face andlips when talking and that I never turn my back to the studentwhen speaking.



D. One performance assessment that I have planned for Learning Goal #1 isto have my students make colorful detailed posters of the inside view of a fertile egg.The students will work in groups of two or three. They will then give presentationsto the class . Each group will be given one key part to focus on during their presenta-tion. They will then educate the rest of the class about what the function is of thatpart and why it is important and vital to the rest of the egg. There are no necessaryhandouts to be given. This assessment can be given either after other assessmentswhere they already have this information or where they have access to finding andlooking up information that they may not know. Working in teams makes this amore powerful assessment and means that time will be better used.

How each Learning Goal correlates with the Iowa Core Curriculum Standards:

Learning Objective #1: This applies to the Iowa Core Curriculum because atenant for third graders is that they acquire this skill: Structures, characteristics, and ad-

aptations of organisms that allow them to function and survive within their habitats. Understandingchicken embryology and labeling the parts of an egg fits this criterion.

Learning Objective #2 This applies to the Iowa Core Curriculum because atenant for third graders is that they acquire this skill: How individual organisms are in-

fluenced by internal and external factors. Mastering the ability to define key embryologyvocabulary and concepts meets this criterion.

Learning Objective #3 This applies to the Iowa Core Curriculum because a

tenant for third graders is that they acquire this skill: Understand and practice appro-

priate, legal, and safe uses of technology for lifelong learning. Generating a message on theClassroom Blog (after SAFE online training) would definitely meet this crite-rion. Learning Objective #4 This applies to the Iowa Core Curriculum because atenant for third graders is that they acquire this skill: Use an effective writing process.

Constructing a story with 100% of the word bank words used & spelled cor-rectly meets this criterion.

Learning Objective #5 This applies to the Iowa Core Curriculum because atenant for third graders is that they acquire this skill: Compare different representations

of the same data using these types of graphs: bar graphs, frequency tables, line plots, and picture graphs.

Displaying data with 100% accuracy using a graph would meet this criterion.



Ideas and Content Word Choice Conventions

5

Specific, clear, and focused…

Does it keep the reader’s atten-

tion?

A. It is clear that the writer

knows a lot about the topic.

B. The writer was able to

“show” what was happening,

rather than “tell”.

C. Reader can easily identify

“the point” of the paper.

5

Very clear, and easy to under-

stand...

Did you choose the right words

for the right places?

A. Words used are colorful, vi-

brant and snappy.

B. Energetic verbs were chosen!

C. Words and phrases are very

vivid.

D. No unclear, overdone or

flowery language is found.

5

Mostly correct...

There are only a few errors in

your paper.

A. Spelling is accurate.

B. Capitals are used correctly.

C. Punctuation is used correctly

and is in appropriate places.

D. Grammar/usage is consistent

and shows control.

3

There are some really awesome

parts; Some still need work

though…

A. Details given are general.

B. Some new ideas are given.

C. Writer seems to be thinking

aloud on paper trying to find

a good idea.

3

Your words do get the message

across. However, you haven’t

captured the reader’s attention.

A. Many words and phrases are

unclear.

B. Some words are misused.

C. Same words are used over

and over.

D. The words written do not

make pictures.

3

You’re about halfway there.

Some meddlesome mistakes are

cropping up.

A. Spelling correct on simple

words.

B. Capitals used correctly most

of time.

C. Some problems in punctua-

tion are present.

D. Several grammar problems

are evident.

1

You are just beginning to figure

out what it is you want to say…

A. Not much information has

been shared.

B. Details are very vague.

C. No specific information has

been pin-pointed.

A. Not much information has

been shared.

B. Details are very vague.

C. No specific information can

be much information has

been shared.

D. Details are very vague.E. No specific information can

be pin-pointed.

1

It’s a little confusing. The reader

may not understand what you

meant.

A. Everyday words are used

very well.

B. The reader is able to figure

out what I meant even if I

made some mistakes in my

writing.

C. Words used are not very spe-

cific.

1

Your editing is not under control

yet. We would need one reading

to decode and a second reading in

order to get the message from

your writing.

A. Spelling errors are common.

B. Capital letters are scattered

about or not at all.

C. Punctuation is limited.

D. Grammar errors are made

frequently.



One additional assessment that I created to accompany this assessment plan is a

Crossword Puzzle. However, since I need to submit this to you via WebCt, I think it’d be easier to show you the questions and answers and leave the crossword

boxes out of it. (I created the crossword with pen and paper and have no idea how

to translate that to software.)

a. (across) What heats the incubator? (two words) b. (down) What controls the light bulb and the heat in the incubator?

c. (down) What do you use to incubate eggs?d. (across) What do you call an unborn chick?

e. (across) What does a thermometer measure?f. (across) What job must be done with the eggs three or more times a day?

g. (down) What is the process of the eggs breaking called?

h. (down) How many days to you turn the eggs before leaving them still?

A. heatcoilB. thermostat

C. incubator D. embryo

E. temperature

F. turning

G. pippingH. eighteen



Chick Incubation

Name _______________________

Figure out wh at words th e clues represent. Then find t he words in the grid. When you are done,

the unu sed letters in t he grid wi ll spell out a hidden message. Pick them out from left to right, top

line to bo ttom line. Words can go ho rizontally, vertically and diagonally i n all eight di rections.

G N I L D N A C H A Y T

M E M B R A N E C T H T

B I N N E F G S I U C A

C E R E T S E D S S N T

K U A N A M I R H Q C S

T C E K B M K A T P F O

N V M T U W N C I I K M

K C B H C K L P I T L R

M O R T N M P P N H R E

M M Y D I I K C O H C H

F B O X N Y O L K R R T

L V P G N S H E L L T N

www.WordSearchMaker.com

Beak

Candling

Chick

Comb

Embryo

Fertile

Hock

Humidity

Incubate

Membrane

Pipping

Shank

Shell

Thermostat

Turn

Vent

Yolk



G N I L D N A C H A Y T

M E M B R A N E C T H T

B I N N E F G S I U C A

C E R E T S E D S S N T

K U A N A M I R H Q C S

T C E K B M K A T P F O

N V M T U W N C I I K M

K C B H C K L P I T L R

M O R T N M P P N H R E

M M Y D I I K C O H C H

F B O X N Y O L K R R T

L V P G N S H E L L T N



THE PARTS OF AN EGGName_________________________________

Label each part of the egg with the correct term.

A. (Vitelline Membrane) F. (Egg Shell)

B. (Tail) G. (Air Pocket)

C. (Chalaza) H. (Embryo)

D. (Albumen)

E. (Yolk)

Assessment Plan Assignment

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