4. Assessment Plan (LO 2.

3) (APS 3)
TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during, and after instruction.

Lesson One: Rocks, Minerals, and Soil

A. Provide an overview of the assessment plan

Assessment(s) of the
Lesson Objective:
Objectives:
When given various Pre: Oral given questions will
Earth materials, indicate the Earth materials
students will classify that students are familiar with
them according to - accuracy
their physical During: Worksheet will explain
properties. what students have learned
throughout the Earth material
observation - accuracy
Post: Quiz will demonstrate
the gained knowledge about
the Earth materials - accuracy
Accommodations
Instruction will be changed if
needed. Definitions will be left
on the board. ESOL students will
be grouped with students that
can help them understand the
material. Create worksheets
with parts already filled in to
help students understand what
is expected. Help with editing as
the students write.

B. Describe the pre- and post-assessments that are aligned with your lesson
objective(s).

Pre-assessment- This lesson's pre-assessment consisted of students individually

creating their own definitions of Earth materials. The students are seated at their
desks with a piece of notebook paper. I began by telling the students to number their
paper 1-4. I explained to the students that I was going to say a word and they were to
create their own definition of that word. I went through every word, giving students
ample time to write their answer. Students' pre-assessments were evaluated by
accuracy. Each definition was twenty-five points each.
Post-assessment- This lesson's post-assessment consisted of students completing a
quiz. Students will answer the eight questions that are on the quiz. Each question will
be worth ten points.
C. Discuss your plan for determining student progress during the lesson(s).

An observation worksheet was used to determine student progress during the lesson.
Students are working as a group, but the worksheets are graded individually. Students
were to observe and describe each of the Earth materials that they have in front of
them. Students will be instructed and assisted while answering each question as they
observe. The worksheet consists of thirty-two questions. Each question will count as
two points each. If the student did not write anything for the question or draw a
picture, their answer will be scored as incomplete.

D. Pre-, During, and Post- assessment results.

Pre- During Post-
Student
Assessment Assessment Assessment
Number
Score Score Score
1 100 100 80
2 GT GT GT
3
4 Absent Absent Absent
5 100 94 100
6 100 100 90
7 100 100 70
8 100 78 80
9 100 100 100
10 100 91 80
11 GT GT GT
12 75 97 90
13 100 72 80
14 75 100 60
15 50 94 60
16 50 91 Absent
17 100 88 80
18 100 100 80
19 100 66 80
20 100 84 75
21 Absent Absent Absent
22 75 84 90
23 75 88 90
24 50 84 90
AVERAGE 81.578 85.631 76.944

GT- Left for Gifted and Talented

#3 was left unassigned because student moved
Above average
Average
Below Average
Lesson Two: Fractions

A. Provide an overview of the assessment plan

Instructional Assessment(s) of the

Objective Criteria: Objective:
When given examples Before: Pizza worksheet will
and manipulatives, be graded by accuracy and
students will participation.
demonstrate During: Fraction booklet to
understanding of how assist worksheet. Both will
fractions can be used be graded according to
to represent numbers accuracy.
and their parts. End: Textbook questions
graded by accuracy.
Accommodations
Early finishers will take
out a sheet of paper and
draw a fraction example
of their choice. Slow
paced learners will have
extra time at the end of
the day to finish their
work. Instructions will be
given several times. One-
on-one help will be
provided for students who
need extra help.

B. Describe the pre- and post-assessments that are aligned with your lesson
objective(s).
Pre-assessment: This pre-assessment consists of students filling in a worksheet by
drawing a fraction of a pizza and answering a question. I gave students a worksheet
with nothing but a circle and a fraction line on it. Students were told a story about
how there was going to be a pizza party of six people. Two of the guests only liked
cheese pizza. Students were to tell me what fraction of the pizza was to be just
cheese. The pizza was graded for participation and the fraction was graded by
accuracy.
Post-assessment: This post-assessment consisted of students completing two pages
from their textbooks. This will be graded according to accuracy.

C. Discuss your plan for determining student progress during the lesson(s).

During the lesson students will create a fraction booklet. The booklet will physically
demonstrate fractions: one-whole, one-half, one-third, one-fourth, one-sixth, one-
eighth, one-tenth, and one-twelfth. Students are to follow one step directions of how
to flip the booklet and how to cut and write the fractions. Students then used the flip
books to answer simple fraction problems on a worksheet. Both the fraction booklet
and the worksheet were graded for accuracy.
D. Pre-, During, and Post- assessment results.
Pre- During Post-
Student
Assessment Assessment Assessment
Number
Score Score Score
1 100 100 40
2 100 100 76
3
4 100 100 40
5 100 80 88
6 100 100 100
7 100 100 76
8 100 60 76
9 100 100 76
10 100 80 88
11 75 100 88
12 100 100 88
13 100 Absent 64
14 75 80 88
15 100 80 88
16 Absent 100 88
17 100 20 76
18 100 60 40
19 100 100 76
20 100 100 76
21 100 100 76
22 75 100 76
23 100 100 64
24 100 40 88
AVERAGE 96.590 86.363 71.652
#3 was left unassigned because student moved

Above average
Average
Below Average
Lesson 3- Being Wendy
A. Provide an overview of the assessment plan

Instructional Assessment(s) of
Objective Criteria: the Objectives:
When given IPads, Pre: List jobs- graded
students will research on scale of 0-3
job titles to write about
different types of work During: Animal job
related to animals. research on IPads.
Notes graded by rubric
Post: Box character
with paragraph. On
scale of 0-3
Accommodations
Early finishers will continue to
research their animals. Slow paced
learners will be given time the
next morning to finish their work.
Instructions will be repeated. One-
on-one help will be provided for
those who need it. Words that are
not grade appropriate will be
explained as they research.
Students that needs help cutting
or gluing will be assisted.

B. Describe the pre- and post-assessments that are aligned with your lesson
objective(s).

Pre-assessment: This pre-assessment consists of students listing out jobs that they
can think of that relates to animals. This will be graded on a scale of 0-3. If a student
writes nothing, they get a 0. 1-2 will be used for students who list jobs that do not
have to do with animals or only listed a few jobs. A grade of 3 will be used for
students who list five or more jobs that have to do with animals.
Post-assessment: In this post-assessment, students will write a paragraph about the
animal career that the students have researched. They will place this paragraph onto
their box character. This project will be scaled 0-3. 0 will be for students who did not
participate in the project and put forth no effort. A score of 1-2 would be for students
who worked on their project, but failed to produce a paragraph of the facts or fail to
follow directions in making their box character. A score of 3 would be for students
who fully complete their project and had a paragraph with full details.

Graded: 3-100
2-80
1-60
0-40
C. Discuss your plan for determining student progress during the lesson(s).
During the lesson, students will be researching a specific career that deals with
animals. This could be anything from a dog groomer to a marine biologist. Students
will ask questions about that career and research the answers. During this lesson,
students will make notes about the research they conduct. These notes will be graded
according to a rubric.

3 2 1 0

Students will Students choose Student Student speaks Student does

research a one animal career researches one about multiple not pick an
specific career and sticks with it main animal animal careers. animal to
that involves an throughout the career but also research.
animal. research. mentions others.

Students are to Student writes Student writes Student writes Student

write notes that notes that are sloppy notes but sloppy and notes chooses not to
are easy to read easy to read and they are easy to do not make write notes.
and understand. understand. understand. sense.

Spelling: Student spells all Student struggles Student struggles Student does
Students are previously with up to two to spell three to not write notes,
expected to be learned words words that have ten words that or all
able to spell correctly. been previously have been previously
words that have taught. previously taught. taught words
been discussed in are misspelled.
class.

Effort Student will show Student shows Student shows no Student has no
ample effort. barely any effort concern for the effort or
or concern for the project but does concern for the
project. put forth some project.
effort to finish.

All 12 points = 100

Each "point" is worth 8.33 real points.

D. Pre-, During, and Post- assessment results.
Pre- During Post-
Student
Assessment Assessment Assessment
Number
Score Score Score
1 Absent Absent Absent
2 100 100 100
3
4 100 100 Absent
5 100 100 100
6 100 100 100
7 100 100 100
8 100 100 100
9 Absent Absent Absent
10 Absent Absent Absent
11 100 100 100
12 ESOL 100 100
13 80 100 100
14 100 100 100
15 40 67 80
16 100 100 100
17 ESOL 92 100
18 40 67 Absent
19 100 100 100
20 100 100 100
21 100 100 100
22 40 100 100
23 100 100 100
24 100 100 100
AVERAGE 88.888 96.3 93.684

ESOL- Students were pulled out to spend time with their ESOL teacher.

Above average
Average
Below average
 Lesson 4: The Recess Queen
A. Provide an overview of the assessment plan

Instructional Assessment(s) of the Accommodations

Objective Criteria:
After listening to The
Recess Queen and
discussing the characters,
students will be able to
identify character traits of
a bully.
Objectives:
Pre: Character trait of a
bully- scaled 0-3 according
to effort.
During: Story worksheet-
graded for accuracy.
Post: Bully description and
how they could be a friend to
her- graded according to
accuracy
Early finishers will list
character traits that they
would want someone to use
to describe them.
Slow paced learners will be
assisted one-on-one with
individual work.
Hard of hearing or vision
impaired students will be
asked to sit at the front of
the carpet.
Misbehaving students will
be asked to sit at their desks.

B. Describe the pre- and post-assessments that are aligned with your lesson
objective(s).
Pre-assessment: This pre-assessment was to see if students could fully describe a
bully using character traits that they have previously discussed. This was assessed on
a scale of 0-3. Students received a 0 if they did not participate in the activity. They
received a 1-2 if they put forth little effort and barely wrote a description. Students
received a 3 if they completed the description with effort.
Post-assessment: This post-assessment consisted of students writing a new bully
description using examples from the story and write how they could be a friend to the
bully. This would be graded on a scale 0-3. Students who did not participate received
a 0. Students who did not show effort, write in complete sentences, or write complete
ideas received a 1-2. If the activity was finished with effort and was easy to
understand, students received a 3.

Graded: 3-100
2-80
1-60
0-40

C. Discuss your plan for determining student progress during the lesson(s).
During the lesson, students were to listen to the story "The Recess Queen" and
complete a worksheet about it. The worksheet had five questions about the story and
the characters in it. The worksheet was graded according to accuracy.
D. Pre-, During, and Post- assessment results.
Pre- During Post-
Student
Assessment Assessment Assessment
Number
Score Score Score
1 80 100 100
2 100 100 80
3
4 100 100 80
5 100 100 100
6 100 100 100
7 100 100 100
8 100 90 100
9 100 100 100
10 100 100 100
11 100 100 100
12 100 100 100
13 100 100 100
14 100 100 100
15 100 90 100
16 Absent Absent 100
17 100 100 100
18 100 100 100
19 100 100 100
20 100 100 100
21 100 100 80
22 100 97 100
23 100 100 100
24 80 95 100
AVERAGE 98.181 98.727 93.043
#3 was left unassigned after student moved

Above average
Average
Below average
 Lesson 5: The Cotton Gin
A. Provide an overview of the assessment plan

Instructional
Assessment(s) of the
Objective
Objectives:
Criteria:
When given a text, Pre: A scale of 0-3 will be
students will used to grade open-ended
summarize the questions about prior
development of the knowledge of cotton.
cotton gin. During: Worksheet
graded according to
accuracy
Post: Summary of the
cotton gin and its effects-
graded on a scale of 0-3.
Accommodations
Slow paced learners will finish the
packet during writing time.
Fast paced learners will create
three questions that they have
concerning cotton or the cotton
gin. ESOL students can have the
passage read to them or help with
word meaning. Sight impaired
students will be asked to wear their
glasses and given a reading card to
help them stay focused on the
word that they are reading.

B. Describe the pre- and post-assessments that are aligned with your lesson
objective(s).

Pre-assessment: This pre-assessment consists of students answering open ended

questions about cotton. It will be graded according to a 0-3 scale. 0 would be given to
students who do not participate in the activity. 1-2 would be given if student shows
little effort in answering the questions. 3 would be used for students who completely
answer the questions with effort.
Post-assessment: Students will create a summary of The Cotton Gin passage. This
would be graded on a scale of 0-3. 0 is for students who do not participate. 1 is for a
student who barely writes anything down, and what they do write is incorrect. A score
of 2 is given to a student that barely writes anything, but is all correct. A score of 3 is
given to a student who writes the correct amount and is factually correct.

Graded: 3-100
2-80
1-60
0-40

C. Discuss your plan for determining student progress during the lesson(s).
During the lesson, students are asked to listen to the passage and answer a worksheet.
The worksheet has questions about the passage and the meaning of the passage. This
worksheet is graded according to accuracy.
D. Pre-, During, and Post- assessment results.
Pre- During Post-
Student
Assessment Assessment Assessment
Number
Score Score Score
1 100 100 100
2 100 100 100
3
4 60 100 100
5 100 100 100
6 100 100 100
7 80 100 100
8 100 100 100
9 100 100 100
10 100 100 100
11 100 100 100
12 100 100 100
13 100 100 100
14 100 100 100
15 100 100 100
16 Absent Absent 100
17 80 100 100
18 100 100 100
19 100 100 100
20 100 100 100
21 100 100 100
22 60 100 100
23 100 100 100
24 100 100 100
AVERAGE 94.545 100 100
#3 was left unassigned after student moved

Above average
Average
Below average