Each lesson included a form of pre-assessment before the students get into the

meat of each lesson. These pre-assessments included questions to gauge the general
knowledge of the classroom or review questions. These are to begin engaging the
students with the content and think about forces and motion. These pre-assessment
questions allow me to know which material needs to be reviewed later and gives me a
preview of which parts of the content the students need extra time with. They act as a
guide to structure the lesson and future lessons on based of the knowledge the students
come into my class with.
In the lesson Masses Influence on Force the students will explore the real life
situation behind an object being struck with a car. The car will be represented by the ball
and the cup will be whatever object is hit with the car. This is an authentic assessment in
the fact that they are controlling a scientific experiment and allowing for only one
variable to change. This is also authentic in the way that students are required to create
graphs to show the relationship between two variables. As students go farther in the field
of science the skills of conducting an experiment and graphing the results to figure out
how one variable affects another is key. This assessment is a form of formative
assessment as learning because the students will be learning as other groups present their
graphs. There were other forms of assessment as learning in the unit such as questions
throughout the lessons, partner discussion activities and the essay on Newton which is
explained more later.
Formative assessment for learning is an important section to every unit because it
shapes the path the students will take. Some examples of these forms of assessment
include students putting force into different categories, students writing the relationship

between mass and force, and review questions applying Newtons 3rd law to rocket ships
and real life examples. These assessments will not be graded but will allow me to
understand if the content needs to be covered more in depth or reviewed later. For
example having the students put forces into different categories on the board allows me to
understand how well they have achieved the goal of distinguishing between contact and
non-contact forces.
The final test was the main form of summative assessment and covered all the
content from the unit. This was provided to Mr. Smith by the National Heritage Academy
(NHA) along with a set of standards and broad questions the students should be able to
answer at the end of the unit. This test also included real world problems such as if two
roller skaters of different mass push off each other what will happen? This will test the
students on how well they have achieved the learning goals for the whole unit. A quiz
was also given out after the first week of the unit to be graded as well as see the students
progress. So this quiz is an example of both formative for learning and summative, I
however put it in summative because it will be graded.
Students will experience a summative as learning assessment in the Newton
lesson when the students are required to write a short essay. The essay asks the students
to do a brief bit of research and to find some way that Newtons theories, ideas or
inventions have affected their life. This gets the students to think about the material and
how it has impacts on their lives outside of the classroom environment. I hope through
this that the students feel that the material is not useless and see how important Newtons
discoveries on force and motion are to everything we do now. A rubric for this assessment
is attached as well. Grades for the summative assessments can be found in the Mr.

Smiths gradebook as well as saved through Excels AtSchool website where

attendance is also tracked.