Summative Assessment 3: Third Grade Simple Machines Assessment

Name of the project: Simple Machines and their Uses

Burning issue or big idea: What role do simple machines play in everyday life?

Teachers involved (ESL, bilingual, general education): General Education Teacher; if available,
a bilingual teacher would be beneficial to this instruction as well.

Grade level or grade-level cluster(s): 3rd

Duration of assessment: 3-4 days

I. Planning: The Parameters for Assessment
A. Content
1. Content area(s), academic content standards, and performance indicators assessed:
Mathematics: SOL Mathematics Objective 3.14: The student will identify, describe,
compare, and contrast characteristics of plane and solid geometric figures (circle, square,
rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by
identifying relevant characteristics, including the number of angles, vertices, and edges,
and the number and shape of faces, using concrete models.
Language Arts: SOL Language Objective 3.2: The student will present brief oral reports
using visual media The student will: speak clearly; use appropriate volume and pitch; speak
at an understandable rate; organize ideas sequentially or around major points of
information; use contextually appropriate language and specific vocabulary to
communicate ideas.
SOL English Objective 3.7 The student will demonstrate comprehension of information
from a variety of print and electronic resources. The student will use encyclopedias and
other reference books, including online reference materials.
Science: SOL Science Objective 3.2 The student will investigate and understand simple
machines and their uses. Key concepts include: purpose and function of simple machines;
types of simple machines; compound machines; and examples of simple and compound
machines found in the school, home, and work environments.

2. Content objectives:
Mathematics: Students will identify geometric shapes that compose their chosen simple
machine
Language Arts: Students will compose a paragraph describing their chosen simple
machine. Students will deliver an oral report describing a real example of their chosen
simple machine.
Science: Students will design a virtual poster (Glogster) describing an example of a simple
machine. Students will explain the purpose of the machine and compare its functionality
with a partners simple machine.

3. Language(s) of instruction and assessment: English and when possible bilingual teacher
will provide native language instruction

B. Language
1. Language domains, English language proficiency standards, and performance indicators
assessed:
Level 1:
Students will match images of simple machines with their names.
Students will name examples of simple machines and identify where the machines are
found.
Students will complete a cloze task description (which may be dictated) of a simple
machine using drawings and/or words.

Level 2:
Students will match images of simple machines with their names (oral and written).
Students will describe the function of a simple machine.
Students will ask and respond to WH- questions following oral presentations.
Students will restate facts about a chosen simple machine (the presentation).
Students will identify facts when reading and listening to video resources concerning
simple machines.
Students will make pictures/a list of facts about a chosen machine.

Level 3:
Students will identify facts about simple machines based upon videos and oral instruction.
Students will describe a chosen simple machine with basic facts.
Students will identify main ideas from text resources concerning simple machines.
Students will compare and contrast two simple machines with a partner by illustrating a
venn diagram.

Levels 4:
Students will analyze the purpose of specific simple machines from videos and text.
Students will give an oral report describing a chosen simple machine.
Students will research a chosen simple machine using text and video sources and record
data.
Students will summarize the purpose, components, and examples of a simple machine.

Level 5:
Students will analyze the purpose of specific simple machines from videos and grade-level
texts.
Students will give an oral report describing a chosen simple machine and comparing its
function to other simple machines.
Students will construct a paragraph describing the purpose, components, and examples of a
chosen simple machine.

2. Language objectives:
Listening:
Students will listen to oral directions.
Students will listen to videos describing simple machines.

Speaking:
Students will describe a simple machine to a partner.
Students will compare/contrast two machines with a partner.
Students will share research with group members.
Students will deliver an oral report to the class about a chosen machine.

Reading:
Students will identify facts from text resources.
Students will read compare information from text resources.

Writing:
Students will complete a graphic organizer comparing two simple machines.
Students will construct a paragraph describing a chosen machine.
Students will produce a poster with facts about a chosen machine.

3. Targeted levels of English language proficiency: All

C. Type(s) of Assessment: This project represents a performance assessment. Students grades
will be broken down analytically according to multiple rubrics (one for each task). Students
will receive a copy of the rubric on the day of the task. Students will also receive a checklist of
tasks broken down by the same analytic components for self-assessment. Students will receive
an opportunity for peer assessment on the first day of the project when describing the function
and utility of their simple machine to a partner.

1. Product(s) or student work sample(s): Individually, students will compose a paragraph
describing their chosen simple machine. Students will work together to construct the
virtual poster in Glogster. The template is provided. Students will orally report their
research to the class.

2. Type(s) of student response(s): The report represents a constructed response task. ELs
with ELP levels 1-2 will receive a partially completed paragraph concerning their chosen
simple machine; for these students, the paragraph will be a clozed task.

3. Materials or resources (visual or graphic support): Students may refer to realia and
samples of the machines used during instruction. ELs may refer to a vocabulary glossary
and/or bilingual dictionary for assistance with academic vocabulary.

4. Type(s) of documentation (rubric) or scoring guide(s): As mentioned earlier, students will
be assessed according to an analytic scoring guide/rubric. There are three rubrics, one for
each of the tasks described below. Students will also receive a checklist for self and peer
assessment.

II. Delivering: The Instructional Assessment Sequence for a Project

Task 1: Researching and Describing a Simple Machine
Grouping of students: Small Groups of 2-3 students and individual
Description of what students do:
Groups will choose a simple machine
Students will use text and online resources to identify the use of the machine and describe its
physical properties
Students will individually write a paragraph identifying the machine, describing its function, and
discussing how it works.
Students will describe their simple machine to a partner from a different group.
Students will complete a venn diagram comparing their simple machine with a partners
machine.

Task 2: Example of a Simple Machine and Poster
Grouping of students: Individual and Small Group
Description of what students do:
Individual students will find a real example of their chosen machine in a reference text or online.
Students will research the example of their chosen machine using given resources.
Students will put together a virtual poster with their group using Glogster. Each student should
provide information on a different example of their chosen machine. The poster should include a
picture of each students machine.
Students will record three facts about each machine on the poster.

Task 3: Oral Presentation
Grouping of students: Group and Individual
Description of what students do:
Groups will present their poster to the class.
Each student will identify one of the example machines which he/she researched and read/report
the facts about the machine.

III. Interpreting Results
Peer or student self-assessment:
Students will compare and contrast the information aggregated from the first days research via a
venn diagram. Small groups will collaborate and offer feedback when putting together the final
visual/poster. Students will use a checklist to self-assess completion of tasks.

Teacher assessment:
The teacher will assess student performance with three rubrics- one rubric per task. For students
completing the cloze paragraph task, the teacher will score the report for accuracy as a selected
response task (meaning without the rubric). The teacher will provide brief oral feedback
following each presentation. The teacher will record the scores according to the rubric, as well
as provide individualized comments.

IV. Feedback and Use of Information
Peers will provide feedback via the venn diagram task. Peers will also provide feedback during
the construction of the virtual poster. Classmates will also receive an opportunity to ask
questions following peer presentations.
The teacher will provide brief oral feedback in response to each presentation. The teacher will
give the students a copy of the scoring rubric with a grade break-down, as well as written
comments.

From rubrics or documentation forms:
A task checklist will be distributed at the beginning of the performance assessment. Rubrics will
be distributed for each day/task. Students will receive individual scores. The teacher will also
record anecdotal notes based upon observations.

From teachers:
The teacher will make comments/corrections on the paragraphs, as needed. The teacher will
provide comments on each rubric related to the tasks. The teacher will conference with students
as requested/needed.