Assessmentplanessay

Assessment Plan Essay
Assessment Plan Justification

The assessment plan for this measurement unit features multiple forms of assessment, each
designed to assist the teacher in determining the success of each student. There will be a formal preassessment and post-assessment before instruction begins and after the unit is completed. There will be
a variety of formative assessment strategies used throughout the measurement unit. The formative
assessments will guide my instruction and using multiple forms of assessments will allow for a more
complete picture of the student's competency in the area that we have been studying.
Assessment before instruction is used to determine the knowledge level of each student before
instruction begins. This data will determine the time spent on each learning goal and objective and will
help guide instruction. Each student is given a formal pre-assessment before the unit begins. The
formal pre-assessment features an assessment taken on iPad that consists of multiple choice and fill in
the blank questions. Before each lesson, the students will be given a learning goal for the lesson that
day. After the learning goal is given to the students, questioning techniques will be utilized to gauge
student knowledge of the material that is to be presented that day.
Assessment during instruction is the most crucial component to my assessment plan. Because of
it's importance, the most assessment techniques are formative assessment techniques designed to
determine student's knowledge of each learning goal during instruction. This unit includes a variety of
formative assessment techniques used during instruction in order to effectively gauge students'
understanding of the concepts. One assessment technique that will be utilized daily is observation. This
unit will comprise several different types of cooperative learning activities, so observation of students
during these activities will be important. During activities, the teacher will walk throughout the room
observing students completing the activity to gauge student's understand and remediate as needed.
Questioning strategies will also be used during instruction. Open ended questions will be utilized in
each lesson and prompting and shaping will be used to elicit the response desired from the students.
Active responding strategies will be used as a formative assessment technique. PowerPoint will be
utilized during review time to assess the knowledge of student's before assessments and quizzes. The
students will be using dry-erase markers to write the correct answer on their desks, using Qwizdom
technology to participate in review and holding up cards to show their individual responses.
Assessment after instruction will be utilized daily. The students will be given an exit card daily
to complete after instruction. The data gained through exit cards will be used to pull tier 2 remediation
groups and provide one-on-one remediation. The most important assessment after instruction involves
a cumulative post-assessment. This post-assessment will include questions based on all three learning
goals. The post-assessment will be taken on the iPad using assessment creation software that mirrors
the questions students will see on the state assessments.
Appropriateness of Assessments
The pre-assessment and post-assessment all authentically and appropriately measure student
learning. These assessments are directly tied to the learning goals and the state standards. One of the
most helpful features of the OnTrac system that was used to create these assessments is that the
questions are approved by the state board of education and are drawn directly from the standards. Some
of the questions on the assessments have even been used on previous state assessments. Students have
had multiple exposures to content area covered on the assessment. Students have had the opportunity to
have hands-on experiences with measurement and have completed worksheets and quizzes with
questions similar to what is being assessed.
Assessment Adaptations
One adaptation that I made on the pre-assessment and post-assessment was allowing more time
for testing. Four of the students in this class regularly take significantly longer to complete
assessments. In order to accommodate these students, they were given extra time on the assessment.
This allowed the student to feel comfortable instead of feeling rushed and allowed the students time to
process the information in the question before answering.
Another adaptation that was made daily was grouping students heterogeneously and grouping a
lower level student with a higher level student. This adaptation was made during my formative
assessments during instruction during questioning and cooperative learning activities. There are four
groups of desks arranged in an L shape. In each group, the students are arranged so that there is a
high level student, a low level student and several students who are on grade level. If a student did not
know the answer to a question, I would provide them the opportunity to discuss it with their team or
with their shoulder partner. This gave the student the opportunity to discuss with their team and figure
out the answer and be able to answer in front of their classmates. Cooperative learning was utilized
many times throughout the unit and heterogeneous grouping was the key to making these experiences
a success. Students would always work in teams and I always ensured that there was at least one high
level student at each table who was seated nearby the lower level student. This helped me ensure that
the students who were unsure of how to complete the activity would receive the assistance they needed
from another student.
Assessment Alignment
The learning goals, learning objectives and assessments were completely standard based. The
learning goals were taken from the state standards on the measurement unit. I deconstructed some
standards to create specific learning goals that were clear and concise. The assessments are also
standards based. The questions on the assessment were created by the state board of education and
align directly with the standards that were taught during measurement. The main areas that were
assessed on the pre-assessment and post-assessment were used to create my learning goals. The
learning goals that were used for this unit are simply the learning goals further broken down into
measurable objectives. The state standards served as the guide while creating my unit, which ensured
that all content, assessments and objectives were aligned as well.

Analyzing Assessment Scores
The pre-assessment and post-assessment were both given using an electronic testing application
on an iPad. Through OnTrac, the assessment software, the teacher is able to see all the data pertaining
to the assessment and to each student. I will be utilizing this software when analyzing scores. After
students have taken the pre-assessment and the post-assessment, I will observe the bar graph that
represents the pass rate on the class level. After observing the pass rate, I will go through and look at
the percentage of students that answered each question correctly or incorrectly. Lastly, I will go through
each students profile and viewed their individual responses to each question. This data will help me
identify what student was most successful and what standard was most successful.
Through the data provided on the OnTrac system, I will be able to determine which standard the
students were most successful with and least successful with. Beside each question on the assessment,
the teacher is able to see exactly what standard the question was drawn from. By knowing what
standard the question was drawn from, I will be able to determine which learning goal the students
were most and least successful with. As mentioned previously, my learning goals are derived directly
from the state standards, so knowing what standard each question is drawn from will allow me to
analyze which learning goal was the most and the least successful.
I will determine the students to be successful if they score the goal percentage correct. Based on
my learning goals, I will require students to score at least a 80% in order to determine them to be
successful in meeting my learning goals. The school only requires a 70% in order for a student to be
meeting the grade level standards. However, I believe that the students should be capable of earning at
least a 80%. By observing the class pass rate and the individual pass rate on the testing system, I will be
able to determine if the students met the learning goal.
Formative Assessments
One formative assessment that will be used often throughout my unit is exit cards. The exit
cards are a short slip of paper that usually consist of 2-4 questions that reflect the content that was
learned that day. These exit cards are to be completed independently and are not graded during class
time. This gives the teacher an opportunity to see if students understood what was taught enough to
complete similar problems independently. Students that do not answer the exit card correctly are pulled
for one-on-one remediation. This is a very effective form of formative assessment because it gives the
opportunity for individual remediation.
Another formative assessment that will be used in my unit is Qwizdom. Qwizdom is an
interactive device that allows students to respond actively and individually (Qwizdom, n.d.). The
Qwizdom technology is linked up to Power Point. In the Power Point, the students are shown a
question and/or an image and are asked a multiple choice question. The students are then given a
Qwizdom device and sync up to the Power Point. Whenever the activity starts, the students must
choose the correct answer on their Qwizdom device and it is sent electronically to the teacher's
computer. The results are shown in bar graph style directly on the Power Point whenever the teacher
makes it available for the students to view. Qwizdom is a very effective tool for keeping students
actively engaged while assessing their knowledge of the material. The data from the Qwizdom will
allow me to gauge whether students understand the material and are able to answer questions that will
be similar to the assessment they will take at the end of the unit.

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Assessment Plan Essay

Assessment Plan Justification

that all content, assessments and objectives were aligned as well.

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