Category Archives: Uncategorized

We are all different

When you look out into the ocean we see so many different scenes. One person might see the different sailboats while another might see the man in the boat by himself. I see the beautiful blue water and a few waves. One person is not better or smarter for what they see in the picture. What we have to remember is that we are all different and our eyes see different things.

Assessment Plan

Purpose and Learning Outcomes

Purpose:

Throughout third grade students learn the history and development of the United States.  European ideas and English traditions shaped the United States government and daily life of North American colonies.  The purpose of this lesson is for students to compare and contrast life during colonial times and communities of today. 

Learning Outcomes:

As a result of this lesson students will differentiate between present day life and colonial life. 

Assessment Context

Assessment guidelines:

Students will write at least one paragraph having a topic sentence, with at least four supporting details, and a conclusion sentence to compare and contrast the difference between present day life and colonial life.  The assignment is worth ten points. 

Holistic Rubric

10   Points –  Outstanding

 

Student writes at least one paragraph

Student has a topic sentence

Four or more supporting details

Student write a conclusion sentence

The entire writing assignment has less than two grammatical   errors

 

8   Points – Above Average

 

Student writes at least one paragraph

Student has a topic sentence

Three supporting details

Student writes a conclusion

The entire writing assignment has 3 to 4 grammatical errors

 

6   points –  Average

 

Student writes at least one paragraph

Student has a topic or a conclusion sentence

Two or more supporting details

The entire writing assignment has less than 5 to 6 grammatical   errors

4   Points – Below Average

 

Student writes at least one paragraph

Student has a topic or a conclusion sentence

One supporting detail

The entire writing assignment has less than 7 or 8 grammatical   errors

 

2   Points – Failing

 

Student writes at least one paragraph

Student has no topic or a conclusion sentence

No supporting details

The entire writing assignment has more than 9 grammatical errors

 

 

Testing Constraints

The total assignment is worth 10 points.

Time:  The students have the 45 minute social studies class to complete the assignment.  There are four students who have an IEP allowing them extra time during assessments.  Those students are allowed to use the resource room if extra time is needed. 

Reference materials:  Students are allowed to use their notes and handouts during this writing assignment.  They are allowed to also use their writing folders to assist them in effectively write the paragraph.  If they are not sure of the spelling of a word they must first look it up in the dictionary and if still not sure underline the word they are not sure of the spelling. 

Equipment:  Students are to use paper and pencil or choose to type their assignment.  If using the computer they are only allowed to use Microsoft Word and not the internet. 

Independent assignment:  This is an independent project so students are not allowed to work together or ask each other questions. 

Assessment Theory for Early Childhood

So much of early childhood education assessment is visual and performance based. During the past week I have read Kubiszyn and Borich, Educational Testing and Measurement: Classroom Application and Practice, Chapter 7: Writing Objective Test Items. As a classroom teacher I develop learning outcomes and then develop assessments to see if students have met the learning outcomes. When teaching preschool and kindergarten the students are at so many different levels. Some students are able to read and would be able to read a test question while other students are not reading even basic sight words so these students would need visual test questions. To start with young students might not understand the terms of true and false so yes/no questions would be more appropriate. Simple matching would be appropriate but to ensure lesson objectives are met pictures would be the best approach. Pictures would also be helpful when using multiple choice. People might think you are unable to use essay questions with young students but that is completely wrong. You are still able to ask an essay question you will not get a thought out, well-written paragraph but they are able to express their thoughts through drawings. All students required assessments to ensure learning has taken place but teachers need to ensure we are using the appropriate tools to assess young students.

 

 

Kubiszyn, T. & Borich, G. (2013). Educational Testing & Measurement. Hoboken, NJ:

Wiley.

Assessment

Cindy Temple
Week 3: Blog
October 5, 2013
Grade level – Preschool or Kindergarten
Subject: Reading Comprehension

https://cgtempleblog.wordpress.com/

1.  At the end of this lesson students will predict
what will happen in a short story.

2.  At the end of this lesson students will identify
the beginning, middle, and end of the story.

3.  At the end of this lesson students will identify
the main character in a story.

1. At the end of this lesson students will predict what will happen in a short story.

Draw a picture and write what you predict will happen at the end of the nursery rhyme, Jack and Jill.

2.  At the end of this lesson students will identify the beginning, middle, and end of the story.
After reading the nursery rhyme Little Miss Muffet match Column B to the correct order of Column A.

Column A                                                        Column B

____ 1. Eating her curds and whey;                  a. #1

____2. And frieghtened Little Miss                   b. #2
    Muffet away!
____3. Little Miss Muffet sat on a tuffet,        c. #3

____4. Along came a spider who                     d. #4
sat down beside her,

3.  At the end of this lesson students will identify the main character in a story.

Correctly identify the main character in the story Goldilocks and the Three Bears. Circle the name of the main character.
A. Goldilocks
B. Papa Bear
C. Baby Bear

C
ircle the picture of the Main Character in the book Goldilocks and the Three Bears.

 A.  Goldilocks
  B. Papa Bear

C.  Baby Bear

4.  At the end of this lesson students will identify the main character in a story.
Yes or No  Was the spider the main character  in the story Little Miss Muffet?   

Essay: Draw a picture of Mat Man playing outside during the fall season.

Week 2 Assignment

1.  At the end of this lesson students will predict what will happen in a short story.

2.  At the end of this lesson students will identify the beginning, middle, and end of the story.

3.  At the end of this lesson students will identify the main character in a story.