Assessment Design Project

Andrea to edit Click Derrick ED 315 Spring 2011

Master subtitle style

10/6/11

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School Setting
School Grade/ Content Area Class Size Student info. West Side Academy II 6th/ science 22
Gender Ratio 50.1% female/ WINSS website 49.9% male Fluent English Speakers99.9% Other languages- .1% Hmong Socioeconomic Status95.4% disadvantaged

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School Setting Continued

School Students (cont) West Side Academy II
Race.4% American Indian 1.3% Asian 93.8% African American 1.2% Hispanic 3.2% Non-Hispanic White Disabilities- 18.7%

WINSS website

School Culture

0% involvement in extra curricular 90% Attendance rate 32% suspension rate

WINSS Website

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School Mission

The goal at Westside Academy is to provide a fundamental education that emphasizes the mastery of basic and higher-order thinking skills in the areas of mathematics, reading, writing, and science. A highly structured environment for students in Head Start through eighth grade is provided. Arts and technology are incorporated within the curriculum. Supervised activities with both academic and recreational opportunities will be provided after regular school hours through Our Next Generation, CLC program.

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Range of ability levels

Approximately 40% pass rate on the WSAS for 5th grade (my current 6th graders) (from WINSS)

From observation in the classroom, the students range from a few who stay on task the entire class period to the majority who start on task but need reminders and constant instruction. A few do not participate at all. Some students drew cartoons when they no longer wanted to work on their class work.

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Assessment Strategies

From the data collected:

My goal as a teacher in this classroom is to engage the students in science through hands on activity. I would like to incorporate some artistic aspects to my lessons to engage the students who like to draw. It is important to understand the socioeconomic status of the students because they have different life experiences and backgrounds than I do. It will be important to keep this in mind when designing lesson plans and assessments so that they are a true test of the students knowledge without any bias.

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Lesson Design

Small unit plan on natural disasters

Earthquakes Tsunamis Tornadoes Hurricanes

Learning Targets

Students become more aware of current events and the world around them.

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Assessment Strategies

Authentic- give them a situation Shared rubric for grading Gave examples of papers the meet criteria, exceed criteria, and need further development.

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Assessment
Doppler is an Alien that has landed on Earth from planet Ecneics. He wants to learn as much as he can about natural disasters, which do not occur on Ecneics. As an expert catastrophist (a scientist who studies natural disasters), it is your job to explain natural disasters to Doppler in order to keep the Earth safe from an alien invasion. Choose one of the four natural disasters we have studied: hurricanes, tornadoes, earthquakes, and tsunamis. Define and describe the disaster, explain how the disaster is formed, measured, and its effects.

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Rubric
Not Yet Met Met
Student gives an precise definition of the natural disaster chosen

Exceeds

The student correctly explains how the disaster is formed

The student accurately describes how the disaster is measured.

The student lists the effects of the natural disaster

Student Sample Results: Not Met

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Some criteria not present

Definition Effect

Missing measurement Missing formation

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Met

All elements present

An effect Definition How theyre formed How theyre measured

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Exceeds

Met all criteria

Defined Hurricanes How theyre measured Effects How they form

Included more than one effect of hurricanes, lots of details about what they look

like, and the parts of the

hurricane.

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Reflection
This lesson extended over a period of three weeks and four separate lessons. The student did a great job of changing their mind sets from learning about simple machines and electricity, when their teacher was teaching, to natural disasters when I taught.

Changes I would make:

Make it explicit to choose only one disaster Make unit all in one week so students do not forget information.

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Effectiveness

I believe this assessment was a good measurement of student learning for this unit. The majority of students were able to define the disaster and at least mention that the disaster kills people or destroys buildings. When doing this unit again, I would leave out the measurement portion. Many of the measurement concepts, such as the Fujita scale or Richter scale, went over the kids heads.

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What I learned

The students remembered the definitions of the disasters that used a hands on approach for them to create their own meaning. Take anecdotal notes while students are working for participation, questioning, responses, to help modify teaching strategies and to identify student learning.

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Standards

1. Teachers know the subjects they are teaching. (conceptualization, integrative interaction)

8. Teachers know how to test for student progress. (diagnosis, coordination)

9. Teachers are able to evaluate themselves. (diagnosis, communication)