Morgan Chambers EC 329 TWS 4 Overview of Assessment Plan Format of Formative Assessments Pre- At the beginning Pre- Observational

The students will be of the lesson, as a checklist: to indicate able to write and tell class, the students will whether or not the time using both digital show different times students can manually and analog clocks. on their individual show certain times on They will be able to clocks. a clock when asked. match time given on a During- To go along During- Students will digital clock to the with this, students will complete a worksheet correct time on an then complete a time independently which analog clock. worksheet working on will be graded. half past and quarter Post- Observational times. checklist: while Post- To end the students are lesson, students will completing the Digital participate in a & analog clock puzzle matching activity game. where they will match the time on an analog clock to the correct time on a digital clock. Lesson Objective(s) Assessments Accommodations Some of the individual clocks used in the pre assessment where broken, so when this occurred the students were allowed to go get a new clock out of the container.

For my Showcase Lesson, I used an observational checklist for the pre assessment, a worksheet that the students completed individually and turned in for the during assessment, and an observational checklist for the post assessment to assess my students. I believe this assessment is valid because it allowed me to assess the students ability to tell time using both digital and analog clocks during three different activities. The criteria that I used to decide if my students had the pre-requisite knowledge to complete this lesson were if they could manually maneuver their individual clocks to the correct time when asked at least 3 out of 5 times. Description of Pre-, During, and Post Assessments During this lesson, I incorporated several formative assessments. For the pre-assessment, I used an observational checklist while each student used their individual clocks to show certain times when asked. This assessment was aligned to the lesson objective because it allowed the students

to show certain times on an analog clock. For this assessment, the students needed to be able to correctly show certain times on their analog clock when asked. For example, I would say show me half past 6 and the students would maneuver their clocks to show 6:30 and raise them in the air where I could see whether or not they had the correct answer. To determine if the students were successful, I used a checklist as I observed them. To be determined successful, the student had to be able to correctly show the time asked at least 3 out of 5 times. This assessment was valid because to easily showed if the students were able to show and tell time on an analog clock when asked. I made adaptations to meet the individual needs of my students or the contextual factors by going to work one on one with a student when he or she was having difficulties correctly placing the hands of the clock to show the time asked. The assessment that I used during instruction was a worksheet that the students completed individual and turned it to be graded. This assessment was aligned to the lesson objective because the worksheets had the students read an analog clock and then write the time shown in digital format. For this assessment, the students needed to complete the worksheet with at least 90% accuracy. The worksheets entailed that the students would read the analog clock and then write the time shown in digital clock format. To determine if the assessment was successful, I used a key to grade each students worksheet. This assessment was valid because it assessed if you students were capable to read time from an analog clock and then write it in a digital format and then reverse. I made adaptations to meet the individual needs of my students or the contextual factors by working one on one with students who had difficulties with remembering how to write the time either digitally or analogically. If students wanted to use their individual clocks from the pre assessment to help them to complete their worksheet I allowed that as well.

The assessment that I used after instruction was an observational checklist. This assessment was aligned to the lesson objective because it allowed me to walk around the classroom and observe each student while the completed the puzzle matching activity. For this assessment, the students needed to be able to read their analog clock and their puzzle piece and be able to walk around the room to find the student who had the digital clock with the same time, if they were correct then their puzzle pieces would match. I used an observational checklist to determine if the students were successful. Each round played of the puzzle game was observed, and the student had to be able to successfully find their match to their puzzle piece at least 4 out of 5 times. This assessment was valid because it reviewed the material covered in both the pre and during assessments and should whether or not the students were able to tell time and identify what digital clock matched theirs on their puzzle piece. I made adaptations to meet the individual needs of my students or the contextual factors by playing the game with the students since we had an odd number of students this day. I also broke class into two groups and each group switched puzzle pieces each round. (i.e. group one had analog puzzle pieces and had to find their group two partner who had the digital puzzle piece that matched, then the groups would switch each round.)

Use of Formative Assessment I used my pre-assessment data to determine whether or not this lesson developmentally appropriate for the students, by having them tell time on their individual clocks I observed that they were capable of going further with the lesson. Data gathered during the lesson was used to determine whether or not the students understood the concept of telling time. This assessment was also used to determine whether or not the students needed more practice with telling time. At the end of the lesson, based on my data, I decided that majority of the students had a clear understanding of telling time on both an analog and digital clock. For a few of my students, I found that I needed to go back and recover the basics of reading and telling time, such as the difference between the minute and hour hand. Overall, I feel that the class, as a whole, has a basic understanding of telling time and is capable of reading and writing time using both an analog and digital clock.