Assessments

1. Formal Assessment - President Research Project

The students in 5th Grade were given a President at random to do a poster about.
My cooperating teacher and I worked to have the stronger students work independently
and have students with like abilities or who needed extra support with the project work
in groups. Groups were essential due to the 5th grade having 76 students in total and not
wanting to repeat a President. This also allowed us to have weaker students work in
pairs and students who were very independent to work alone. The students were
allowed to use many books for research along with the internet. The cooperating
teacher printed the pictures that the students needed for their projects as I walked
around the room and assisted the students with questions, helping them stay on task,
and aiding in research due to books not complimenting one another. The students were
assessed by their writing, appearance of the project, spelling, and content on the poster.
The posters were posted in the hallway for the school to see. My cooperating teacher
and other two 5th Grade teachers help me with this due to this being a every year
project. This project was fun to conduct and I was thankful to have help.
This is the poster that students received to do their in-class research project.

2. Formal Assessment - Personal Timeline for Sequencing

The students ELA book was reviewing sequencing. I had students do a few in
class sequencing activities with stories from the book and a few that I had retrieved
from Teachers Pay Teachers. I could tell students were struggling with sequencing. I sent
home a letter/homework assignment for the students to come up with ten events that
have occurred in their personal lives. The students were not allowed to repeat events
and were required to be creative. I required that the students had the year or their age
and what the event was. I had students turn in this assignment to be a part of their
projects grade. In class, the students used their homework assignment to create their
personal timelines with the event, their age or year it occurred, and a drawing of the
event. I assessed students with a rubric. They needed to have the homework
assignment complete and turned in, the poster drawings and colored, the year or their
 age, the event, correct spelling, and a title for the time. I learned that this project helped
with sequencing, but students were very personal and open with many traumatizing
events in their lives. I believe that this project was good to build trust between me and
my students along with the students and their peers. Although this project made me sad
from the student’s experiences, I believe that this project opened their eyes to
sequencing and having events in chronological order while building a great bond
between me and the students.
This is the Timeline I gave the students to do for their Timeline Project.

I did not take pictures of the student’s timelines due to them being so personal. Here is
the example I created for the students to refer to.

3. Informal Assessment- Context Clue Task Cards

The students ELA book also reviewed context clues with words that were not
familiar to the students. I used the smartboard with the zoom camera to place the
context clue task cards on. The students used their whiteboards to put their answers on.
I had students show me their boards. I would choose a random student each time to tell
me why they chose their answer and if the class agreed or had an ‘argument’ of why the
answer would be different. I allowed the class to answer and discuss their answers and
what context clues they used. Before moving on, I made sure students understood and
knew the context clues.
4. Summative Assessment- Abraham Lincoln – Graphic Organizer
In History, we were studying the Civil War and famous figures of the war. We
greatly focused on Abraham Lincoln’s life through read alouds, research, worksheets,
and videos. I wanted to know what the students were learning and remembering about
Abraham Lincoln. I used a graphic organizer to assess what students were
understanding and knowing. I allowed students time to work on the Graphic Organizer
and color it. At the end of class, students turned in the paper for me to read over. I did
not take this assignment for a grade, but I used it for summative assessment. I was
overwhelmed by how much effort the students put into the organizer and had learned
in the days that we had studied. I circled and wrote praise notes on students papers and
allowed them to take them home.

5. Informative/Summative-Figurative Language Kahoot

After studying figurative language, I used a Kahoot to assess the student’s quick
knowledge and understanding of figurative language. The students loved the game. In
between questions, I would ask students why each sentence was a form of that
figurative language. Most student’s mistakes were made by pressing the wrong button
when in a hurry. Kahoot was a fun way to assess students and challenge them.

I did not get a picture of the students playing Kahoot, but this is the Kahoot that
we played.
https://create.kahoot.it/details/figurative-language/c32e01d8-7c4c-4945-93f7-
cb5b8452cb32

6. Informal and Summative Assessment- Spelling Race

During spelling time, I would ask students to raise their hands if they studied
their words the night before, studied their vocabulary, and their parts of speech.
Students often were honest and did not raise their hands or would raise hands for one
but not the others. I decided to make spelling and studying spelling exciting by having
 the students race and compete against one another at the board. I paired students into
two teams and had them come to the board, face the class, and I would call out a word
or a definition. Students would then turn around pick up the marker, write the word I
was referring to, put the lid on the marker, and turn around. For the team to receive a
point, the student must be turned around and have the word spelled correctly. Students
loved this game and wanted to play it every day. I had students play this once to twice a
week to see improvement and informally assess which area students were weak in that
week. Some weeks, students would know the spelling, but not know the definitions or
would know the word from the definition, but not know how to spell it.

I did not get a picture of students during this activity.

7. Summative Informal Assessment- Latin and Greek Roots

While studying Latin and Greek roots, I choose 20 Latin and Greek roots for
students to learn. I created note cards with the root on one side and the meaning on the
back and whether it was Greek or Latin. I would use the Smartboard and Zoom camera
to project the note card for the students to see. After discussing the roots on the cards
on the first day, I realized that students needed visuals. I drew images and used pictures
to help students learn the meaning of the roots and have a word to help them
remember. After students had practice and plenty of discussion, I quizzed students of
the root and would have them stand up if they knew the meaning. I also did this with
having them raise their hands. One the day before the quiz, I had them use whiteboards
to write the meaning of the root and hold it up.