Heather Calliham ECED 329

TWS 4: Assessment Plan

My showcase lesson is the lesson I taught on facts and opinions.
Standard: 2nd Grade logic: IB Unit 0201.5.1 Fact/Opinion- Distinguish between facts and
opinions.
Overview of Assessment Plan:
Lesson
Objective

Assessments

Format of
Formative
Assessments
Pre- I will ask the students Pre- I will use a
After reading to define what a fact is and checklist that will
a story about define what an opinion is.
help indicate
Thanksgiving, I will ask students to give
which students are
the students me an example of each. As already familiar
will be able to they are responding, I will with facts and
write at least make a check by their
opinions.
5 facts and 5 name if they correctly
opinions
defined a fact and opinion. Duringrelated to the During- I will read the
Observation and
given topic
story Thanksgiving Day use of noting will
with 100%
stopping throughout to ask be used to see
accuracy.
students whether certain
which students
areas in the story are fact
correctly
or opinion. I will make
responded to the
note of students who
facts and opinions
correctly responded.
in the story.
After- Each student will fill
out a fact/opinion
After- A
worksheet related to the
worksheet will be
story about Thanksgiving.
used to assess
They will list 5 examples
whether the
of each. I will collect these students could
worksheets to determine
correctly
which students correctly
distinguish
distinguished between fact between facts and
and opinion.
opinions for the
related topic.

Accommodations

I had to repeat and modify

the instructions. Students
were having trouble
coming up with 5
examples of both fact and
opinion with the amount
of time given so they had
to at least complete 3. For
the ones that completed
all 5 examples, I gave
them an additional
worksheet where they just
had to label if the
statements given were
facts or opinions. For
students who were having
trouble coming up with
their own examples, I
gave them some examples
and had them tell me
whether it was a fact or an
opinion and they had to
write these responses on
the worksheet. There are
no ELLs or special needs
students in my class so no
accommodations needed
to be made in these areas.

The assessments that I used are appropriate for measuring learning because the preassessment gives me an idea of which students already know the difference between facts and
opinions. The during-assessment allows for me to see which students are paying attention and
can correctly identify facts and opinions from the story. The post-assessment gives me hardcopy feedback on how well the students were able to distinguish between facts and opinions

Heather Calliham ECED 329

from the story by coming up with their own examples. This assessment will help me determine
if further instruction needs to be done on the subject area or if students mastered the concept.
Description of Pre/during/Post Assessments:

Before I teach the topic, I will ask students to tell me what they think a fact is and then
again what an opinion is. If students are able to somewhat define the two terms, I will
ask them to give me examples of a fact and an opinion. I will have a checklist with me to
check off the students who were correctly responding and giving examples of facts and
opinions. If the students dont seem to grasp the concept of facts and opinions, I will
define the two terms for them in ways they will understand. A fact is something that we
can prove no matter what. We can prove that Thanksgiving is in the month of November
therefore it is a fact. An opinion is something that we think or believe but its not
necessarily true. Thanksgiving is the best holiday would be an opinion because that is
something we think, which cant be proven. Hopefully after giving this brief discussion,
students can distinguish between facts and opinions from the story. I will ask them again
for an example after I have given them my own examples. I will continue to use my
checklist throughout.
During the lesson I will be reading aloud a story titled Thanksgiving Day by Gail
Gibbons. As I am reading, I have designated pages that I will stop at and ask the students
to identify whether certain statements are a fact or an opinion. I will have the student
who responded to tell me what makes the statement a fact or an opinion. I will make note
of the students who responded whether the response was correct or incorrect. I will use
these notes and observations to go back and see which students were paying attention and
understanding the topic.
To determine what they have learned after I taught the lesson, I had the students complete
a worksheet which had them come up with five examples of facts from the story about
Thanksgiving, as well as five opinions they have about Thanksgiving. If the students
could correctly identify five facts and five opinions about Thanksgiving, they have
mastered the standard. If students were to only come up with three facts and opinions,
they were developing for the standard. If the students could not come up with any facts
or opinions or could not distinguish between the two, further instruction would need to be
made. This worksheet helped with determining what the students had learned because it
provided me with written feedback from the students using their own examples of facts
and opinions.

Based on the pre-assessment, I would need to modify how I had the students identify facts and
opinions. They didnt quite grasp the meaning until I defined a fact and an opinion and gave
them examples first. I also noticed that most students were struggling coming up with five
examples for facts and five examples for opinions with the amount of time they had so I reduced
the number to at least three examples each.
Use of Formative Assessment:
I will use the assessment data to determine if any of the students need additional instruction for
facts and opinions or if all of the students mastered the concept. For students who do not grasp
the concept, I will give them further explanations of the topic and additional activities to do that

Heather Calliham ECED 329

will help them gain a better understanding. For those who understood and excelled, I will allow
them to move on to different activities. I would even suggest using the students who excelled to
help the students who struggled.
Student

Pre-Assessment
Did the students
define a fact or an
opinion

During-Assessment
Did the student identify
a fact or opinion in the
story

PostAssessment
Did the
students
provide 3 facts
and 3 opinions

Percentage
total and
gain/loss
of
knowledge

Opinion is you think

Yes, fact (Thanksgiving

is in November)

3/3

100% +

2
3

Said we prove a fact

We all watch football
(opinion)

3/3
2/0

100% +
33% -

3/3

100% +

3/3
5/3

100% +
100% +

3/3

100% +

2/3
2/1

66% +
50% -

3/3

100% +

4/2
3/3

80% +
100% +

3/1
4/1

50% 70% +

5/1

70% +

3/3

100% +

2/2

33% -

Yes, opinion (pumpkin

pie is tasty)

5
6

7
8
9

Yes, opinion (the harvest

was great) noted that the
word great makes it an
opinion
We all eat turkey
(opinion)
We go to school (fact)

10
11
12
13
14
15

16

17

No, stated fact that

should be an opinion (we
all pray to God)
Yes, fact (Pilgrims ship
is called the Mayflower)

Today is Wednesday
(fact)
Thanksgiving is fun
(opinion)
Yes, opinion (the
Pilgrims and Indians are
best friends)
Yes, fact They planted
crops (they being the
Indians)
No, stated an opinion
that should be a fact (we
celebrate just like the

Heather Calliham ECED 329

Pilgrims with same food

and decorations)
Yes, fact (the pilgrims
learned to hunt)
Yes, fact (some Pilgrims
died in the winter)
Yes, opinion (all of the
food is wonderful)

18
19
20
21

Food is nasty (opinion)

2/3

83% +

3/1

66% +

3/3

100% +

3/3

100% +

About a third of the class could identify facts and opinions before the reading. More than
half of the class responded with correct examples from the story. The majority of the class could
provide at least three facts and three opinions relating to Thanksgiving. The class average for
being able to identify and distinguish facts and opinions was 75% mastery.