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TWS 4 Assessment Plan (Lesson 1)
TWS Standard: The teacher uses multiple assessment modes and approaches
aligned with learning goals to assess student learning before, during, and after
instruction.
Task:
The objective during this lesson was for the students to understand what a rhyming
word is, and for them to be able to identify rhyming words even if they do not have
the same spelling.
Before assessment: This paper and pencil assessment is appropriate for
measuring my students learning, because they are use to doing paper and pencil
assessments and this starts them off in their comfort zone. So that as the lesson
moves on the other assessments can be out of their comfort zone, but the students
want feel intimidated by them. Also this assessment was paper and pencil because
this concept of rhyming words was very new to these students, so I wanted them to
feel comfortable during their first assessment with this new topic.
During assessment: This matching performance based assessment allows the
students to work with a partner, and it allows them to move around so that they do
not have to try to sit still and focus on a paper. This assessment also allowed the
students who were struggling with the concept of a rhyming word, be matched up
with students who understood the lesson so that they could help each other out
during the assessment.
Post assessment: A paper and pencil test was given to the students for their final
assessment, because the students need that since of comfort when taking a test on
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material that is fairly new to them. This also gave me a good idea of the students
who truly understood the lesson, and showed me where the other students where at
that were struggling. Since it was done on an individual level and done on a paper it
helped me to compare easily how the students grew from the beginning assessment
to the end assessment.
Prompt:
The goal of this lesson was for students to be able to pick out rhyming words in a
poem and in a list of words.
Before assessment: This paper and pencil assessment of drawing a line from one
word to its rhyming partner on the opposite side of the paper was an informal
assessment to help me see how much the students already knew about rhyming
words. This assessment helped me assess each students learning, because I was able
to look back at this assessment to see how each student grew throughout the lesson.
During assessment: This matching performance based assessment was an informal
assessment. For this informal assessment I gave each small group of students a set
of matching cards and each group had to match up each rhyming word in the set of
cards. Then they took a picture of it and turned it into Seesaw to be looked at by the
teacher. It was given in order for me to see how the students were progressing with
the new information that was being taught. It also allowed me to see as a teacher
what information needed to be gone over again, and what information the students
already understood.
Post assessment: This paper and pencil test was a formal assessment that went
down in the grade book. This assessment had rows of words in which the students
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had to pick out the rhyming words in each row, and cross out all the other words
that did not belong. This assessment allowed me to see how well the students
understood the lesson, and how well they can pick out rhyming words among other
words in a list. By the students completing this assessment it allowed me to see how
much they progressed throughout the lesson, and it allowed me to see what they did
not understand so I can change it for the next time I teach that lesson.
A. Provide an overview of the assessment plan
Lesson Objective Assessments Accommodations
By the end of the
lesson on rhyming
words all students
will be able to
identify rhyming
words with 95%
accuracy.
Before- Each student
will complete a
worksheet matching
five pairs of rhyming
words. The worksheet
will be graded on a 0-
5 scale. The students
will receive one point
for everyone they
match correctly.
During- To see how
the students are
progressing in the
lesson they will pair
up and complete a
Accommodations will be made for one
student who is slow on his work. His
partner who sits right beside him will
assist him, and together they are allowed
to work on the pre-assessment. That way
both of them can start thinking about
rhyming words.
For ESOL students the teacher will come
around and show them how to look for
words that end in the same letters (later
in the lesson we will talk about rhyming
words that match with different letters).
Along with the teacher coming around
their neighbor will be allowed to help
them as soon as their neighbor gets their
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matching game. They
will match five
rhyming words and
then take a picture of
all five of them
together on Seesaw
to send to the
teacher
electronically. They
will be graded on a 0-
5 scale, with every
match that is correct
counting as one
point.
After- For the final
assessment each
student will
complete the work
sheet called “Take
out the trash.” They
will be graded on a 0-
20 point scale with
every row of
paper done.
For the few students who are always early
finisher they will write two more sets of
rhyming words at the bottom of their
paper.
Accommodations will be made again for
the student who is slower at understand
things and slower at getting his work
done. The accommodation will be made
where the teacher repeats the important
parts of the lesson and allowing different
students to respond back to the teacher
with the answers that she keeps
repeating. Also when the groups are split
up this boy will be grouped in the odd
number group of three so that the other
two students can really help him
understand what is going on and help
him stay focused on his work.
ESOL students will be paired up with a
quicker learning student so that the
quicker learners will be able to take
some time and help the ESOL students
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rhyming words
counting as a half a
point.
understand what is going on.
Advanced students will use Seesaw to
draw two rhyming words and write what
each word is then submit it to the
teacher along with the matching game
picture.
B. Describe the pre- and post-assessments that are aligned with your lesson
objective
Student Number Before- During- After-1 1 4 162 2 3 113 3 4 125 0 3 136 5 5 207 3 4 128 1 4 199 5 5 20
10 5 5 2011 5 4 2012 2 5 1913 5 5 2014 3 5 1615 0 4 1216 0 4 2017 2 5 2018 0 3 1319 5 5 2020 5 4 1521 3 3 1422 5 5 2023 5 5 20
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Average: 2.8 4.0 16.2Legend:
Both the before and during assessments were out of 5 total points, and the post
assessment was out of 20 total points.
Yellow= Low preforming student
Blue= Average Preforming student
Green= Highest performing student
C. Discuss your plan for determining student progress during the lesson
During my lesson I tracked three students in particular, and all three of those
students are highlighted in the chart above. These students were focused on
because one is the lowest performing student, one is the average performing
student, and the other is the highest performing student. I knew if I focused on these
three that all my other students would fall somewhere in between each of these
students. Just because I focused on these students does not mean I ignored the rest
of my class, but I made sure that I walked around all three of those students desk to
make sure they were fully understanding what was going on in the lesson and on
the assessments. I also paid close attention to my four ESOL students to make sure
they understood the lesson, and how to say the words on their assessments so that
they could match them correctly. Along with walking around to each desk and
stopping to help when I thought necessary, I also used each of the assessments to
see how well the students understood the lesson. For the before assessment I pulled
the lower, middle, and high achieving students papers out of the stack and went
over them in class to get an idea of what the students already knew about rhyming
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words. For the during assessment the students turned it into Seesaw so I was able to
pull it up on the Smart board and scroll through each groups pictures pretty quickly
to see everyone’s progress in the class. Lastly, for the final assessment I graded each
student’s paper, so that his or her grade could be put into the grade book, and for me
to see how well each student progressed throughout the whole lesson.
D. Post- assessment results
See chart from part B.
Student Work
Before assessment
During Assessment
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TWS 4 Assessment Plan (Lesson 2)
TWS Standard: The teacher uses multiple assessment modes and approaches
aligned with learning goals to assess student learning before, during, and after
instruction.
Task:
The objective for this lesson was for the students to understand subtraction, and
how they can use different materials in order to help them subtract easier.
Before assessment: For this assessment the students will be completing a paper
and pencil assessment, and they will be allowed to use their fingers, their number
line, or draw pictures on their paper to help them figure out the answer to each
problem. This assessment was done like this because all of the students were use to
using these three materials when they were learning how to add. So they already
know how to use these materials, and do not have to think about what each material
is for, but instead they can focus on the problems in front of them. This way I can get
a better understanding of how well the students already know how to subtract.
During assessment: For this assessment the students will be using M&Ms as
counters to figure out five subtraction questions that are written out on a piece of
paper. The students will write out their answer on the piece of paper that has the
problems at the top, and a place for the M&Ms to go at the bottom. By using this
paper they are getting use to seeing subtractions sentences, and get use to writing
the answers in the appropriate spot.
Post assessment: For this final assessment it will be a paper and pencil assessment,
because that is what was asked of me from my teacher. She wants the students to
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get use to using both pictures and number lines that is located below the word
problems, and so the final assessment was just that. By doing the final assessment
this way I was able to see if the students truly understood how to use different
materials to solve a subtraction equation. Since this assessment is graded on how
well they use the materials to answer the questions it gives me a good
understanding if the students comprehended the lesson or not. It also allowed me to
see how well they grew when I compared this assessment to the other two
assessments.
Prompt:
The goal of this lesson was for students to understand how to subtract using
different types of materials.
Before assessment: This paper and pencil informal assessment allowed students
the freedom to choose how they wanted to solve all five subtractions problems. This
allowed me to see how well my students were able to subtract. As I was walking
around I was able to see how each student choose to solve the five problems, and
this allowed me to see where I needed to focus on in the lesson. One of my
observations I made was that not a single student was using their number line to
figure out the problems, and this allowed me to see that I needed to work with them
more on using number lines.
During assessment: For this informal assessment the students focused on using
M&Ms as counters to help them solve their subtraction problems. The students were
given M&Ms to eat before they got started so that they would not be as tempted to
eat the ones that were placed in their cup to be used. They also had just the right
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amount of M&Ms in their cup and if they eat any they would not be able to answer
their questions, because they had to show it out with M&Ms before they could write
the answer. This way the student were actually using the M&Ms as counters instead
of just having them on their desk and eating them. By the students laying out the
M&Ms to solve the problems it helped me see, as I walked around, if the students
understood how to use counters. I also was able to look at the students’ answers to
see if they understood how to subtract better then when the lesson started.
Post assessment: For this formal assessment the students used pictures, and
number lines that were already drawn on their paper to answer each subtraction
problem. For the students to answer a question right they had to use the pictures or
the number line, as well as write the correct answer in the appropriate place in the
number sentence. This allowed me to see if the students fully understood how to use
different materials, and it allowed me to see each student’s progress from the
assessments before hand.
A. Provide an overview of the assessment plan
Lesson Objective Assessments Accommodations
Upon completion of
this lesson student
will be able to draw
(pictures and/or a
number line) and
correctly answer 10
subtraction
Before-Each student
will complete a five-
question worksheet
on subtracting
numbers 1-10. The
students will receive
a point for every
Accommodations will be made for one
student who is slow at understanding
lessons and is slow on each assignment
that is given to him. His partner who
sits right beside him will be allowed to
assist him on the worksheet. This is the
normal routine of the class, and this will
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equations with 90%
accuracy.
correct answer they
have. They can
receive up to five
total points.
During-The students
will individually
complete a five-
question worksheet.
They will complete
the worksheet by
using M&Ms as their
counters. Each
student will receive a
point for every
question they get
right. They can
receive up to five
points.
After-The final
assessment will be a
worksheet in which
the students use
pictures and number
be allowed for this lesson as well.
For math ESOL students do not get any
accommodations in the classroom, so
that routine will be followed, and the
ESOL students will have no
accommodations.
For the early finishers, they will be
allowed to flip their paper over and
write out their own subtraction
equations, and solve them while they
wait on the rest of the class to finish.
An accommodation will again be made
for the student who is slower at
understanding the lessons and working
on his assignments. Since the routine
for this student is to get help from his
partner when his partner is done with
his work, this will happen in this lesson
as well. When his partner is done with
his work the partner is allowed to help
this other student on the problem he is
own and the ones there after. The
partner will not be doing the work for
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lines to figure out
each subtraction
equation. The
students will receive
a half a point for
showing the correct
drawing of the
subtraction equation,
and another half a
point for the correct
answer to the
equation. The total
points that can be
earned on this
assessment are 10.
the boy, but will assist him in all ways
possible.
Again the ESOL students do not
normally get accommodations in math
in this classes routine, so in this lesson
the only accommodation that they will
receive is having the teacher read the
directions to them slowly, and explain
to them what they are suppose to be
doing on their assignment.
For the slower workers, they will have
to turn their papers in at the end of the
seven minutes, and complete their
assignment during their free center
during reading workshop. This is the
normal routine of the class, and this is
what the students are use to, so I will
not change their normal routine for
finishing up their assignments.
Early finishers will be allowed to go
back through their paper and draw
pictures to go along with each equation
on the paper.
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For the student that is slower at
understand the lesson, and completing
his work he will be on his own for the
final assessment. This routine of him
being on his own for the final
assessment show the teacher what he is
truly learning, and what he still needs
help on. So I will follow the routine and
have him do it on his own.
For ESOL students the only
accommodation that they receive
during math is having the directions
read and explained to them in more
depth. That is what I will also be doing
in this lesson. They are very good at
math, but have a hard time reading the
directions. So the directions will be read
to them one on one to help them
understand the final assessment better.
For students who do not complete their
work in the given amount of time, they
will have to finish their work during
their free center during reading
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workshop. This is the normal routine of
the class and that is what I will follow in
my lesson.
Early finishers will have three complex
subtraction problems written on the
white board. When they are done with
their assignment they will be allowed to
turn their papers over and work on
those problems, until the time is up for
the lesson.
B. Describe the pre- and post- assessments that are aligned with your lesson
objective
Student Number Before- During- After-1 2 5 62 Speech Speech Speech3 Speech Speech Speech4 5 5 95 5 5 86 4 5 67 5 5 68 3 1 99 5 5 10
10 3 5 911 Absent Absent Absent12 1 2 513 2 5 914 5 5 1015 1 2 816 1 5 717 5 5 1018 3 5 8
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19 5 5 1020 Speech Speech Speech21 3 5 722 4 5 723 5 5 9
Average: 3.5 4.5 8.0
Legend:
Both the before and during assessments were out of 5 total points, and the post
assessment was out of 10 total points.
Yellow= Low preforming student
Blue= Average Preforming student
Green= Highest performing student
C. Discuss your plan for determining student progress during the lesson
During the lesson I had planned on tracking three students, (high, medium, and low)
however, the low achieving student was pulled out for speech so I tracked a student
that was pretty close to him in academics. These three students were the three I
focused on because I knew I could get a good estimate of how the class was doing if I
saw how these three students were preforming. Just because I focused on these
three students a little more then I did the rest of the class, does not mean that I did
not look at the rest of the class to see how they were doing. I would walk around the
classroom, and stop when help was needed, and observe students progress
throughout the lesson. That is how I got the observation during the pre-assessment.
As I was walking around I noticed that none of the students were using their
number line on their desk to help them subtract, so I knew I would have to teach the
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students how to use the number line in order for them to complete the post
assessment correctly. Also after the before assessment I pulled out the three
students papers that I was tracking, and went over the answers with the whole
class. While I was going over the answers and looking at these papers, I could see
that the students needed more practice with subtraction, and needed to be retaught
the proper way to subtract using different materials. For the during assessment I
also walked around to make sure every student was using their M&Ms as counters,
and not just playing with them. As I was walking around I noticed that the student
were starting to understand subtraction better when they had to use the counters,
unlike during the before assessment when they had a choice. During their final
assessment everything was put together, and I was able to check their progress for
this lesson while I graded their final assessment papers.
D. Post-assessment results
See chart
from part
B.
Student
WorkBefore assessment
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Post assessment
During assessment
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TWS 4 Assessment Plan (Lesson 3)
TWS Standard: The teacher uses multiple assessment modes and approaches
aligned with learning goals to assess student learning before, during, and after
instruction.
Task: The objective for this lesson is for student to understand what a life cycle is,
and the steps a pumpkin goes through to complete its full life cycle.
Before assessment: This group activity of performance based assessment included
matching the pictures of a pumpkin life cycle to the words that describe that picture.
This helped the students see what each part of the cycle is called and helped them
see how to spell each word appropriately, which will help them with the post
assessment. This part of the assessment is appropriate to measure student learning
because the students will have to know what each picture is and how to spell each
word in order to complete the final assessment. I also will be able to tell how much
each group knows about the life cycle, because all the words were in order of the life
cycle, so if they knew the order of the life cycle it was easier for them.
During assessment: This performance-based assessment had the same groups of
students as in the pre-assessment. During this assessment each group had to put
together the life cycle of a pumpkin on poster paper located in various places
around the room. This allowed me to see if the students fully understood each stage
in the life cycle of a pumpkin, because they only had the pictures to go by for this
assessment. By having the students work in groups it helped the students who were
falling behind, because the other group members were their to help those students
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understand why they were placing each stage in that certain order. This allowed me
to see if the whole class fully understood the steps in the life cycle.
Post assessment: This paper and pencil/crayon assessment allowed the students to
make their own book on the life cycle of a pumpkin. When the students found out
that they were making their own personal book, they got really excited and were
ready to work hard on their book. By them being excited about this assessment
everyone was able to focus and complete the task to the best of their ability. This
showed me that the students were fully understood what was going on in the lesson,
and had they had learned many things about the pumpkin life cycle compared to the
before assessment.
Prompt:
The goal of this lesson was for students to understand the life cycle of many plants
by looking at the life cycle of a pumpkin.
Before assessment: This performance-based assessment consisted of students
matching pictures of a life cycle to the words that go to those pictures. This
assessment was an informal assessment to see how much the students already
knew about life cycles. As the student were working on this assessment I would go
around and observe each group working to see how much the students already
knew about the life cycle of a pumpkin. I also went over a couple different groups
pre-assessment with the whole class so that everyone could see the correct answers
before the class moved to the next activity. This assessment helped me see how
much the students already knew about the life cycle, and what areas of the life cycle
that I need to focus on during the lesson.
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During assessment: This performance-based informal assessment allowed
students to get up and move around the room in their groups to put together
pictures on a poster, to create the life cycle of a pumpkin. This activity was done so
that I could see how much the students were learning about the life cycle, and to see
which parts in the life cycle they were still struggling with. For many of the groups
their was one part in the life cycle where they keep switching two pictures, so when
everyone was done with their assessment I made sure to emphasize those two
phases in the life cycle. I also shared with that if the phases were switched the
pumpkin could not grow, because in each phases different things happen in order
for the pumpkin to become an adult. I was able to catch their mistakes here so that I
could reteach some parts of the lesson, so that those students would not make the
same mistakes on their final assessment.
Post assessment: This paper and pencil/crayon formal assessment was given so
that the students could draw their own life cycle, and write a short story about their
life cycle of a pumpkin. This allowed me to fully see how much the students learned
throughout the lesson, and allowed me to see what might need to be changed for
when I reteach this lesson.
A. Provide an overview of the assessment plan
Lesson Objective Assessments Accommodations
By the end of the
lesson on the life
cycle of a
pumpkin, students
will be able to
Before: In groups of
two, students will
match pictures of the
life cycle of a pumpkin
to the corresponding
For the pre- assessment the students
will be working in groups of 3 and both
the slower learners and the ESOL
students will be paired up with the
quicker learners, and an average
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make a book with
the facts that they
have learned
about the
pumpkin life cycle
with 90%
accuracy.
word that is already
placed on the chart
paper. For each correct
match each individual
in the group will
receive one point. They
can collect up to 6
points for the whole
assessment. (Scale 0-6)
During: Groups of 2 will
use sequence cards to
portray the life cycle of
a pumpkin. The
sequence cards will be
cut out and glued on a
paper. Individuals can
receive up to 6 points
for correct placement.
(Scale 0-6)
After: The student will
individually complete a
book about the life
cycle of a pumpkin, by
coloring and writing
out a stage of the cycle
on each of the pages.
The students will get a
point for every stage
that is placed in the
booklet in the correct
order. They can receive
learner. That way the students who
understand the material faster are there
to help the ones that are struggling with
the material. Also this will allow
everyone to finish closer to the same
time so that no one will have work to
make up, and no one will be sitting
around waiting on the next activity.
For the during assessment the students
will be working in groups of 2 and both
the slower learners and the ESOL
students will be paired up with the
quicker learners. That way the students
who understand the material faster are
there to help the ones that are struggling
with the material. Also this will allow
everyone to finish closer to the same
time so that no one will have work to
make up, and no one will be sitting
around waiting on the next activity. This
accommodation is implemented in the
class’ routine already when they work in
groups, so as I teach my lesson I will
continue to follow this routine of
accommodations.
Accommodations will be made for one
student who is extremely slow at
learning, and for the ESOL students that
are still struggling to read. They will be
pulled to the kidney table, and they will
have the instructions form each page
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up to 6 points. (Scale 0-
6)
read to them. The teacher will go page
by page and read the instructions to
them, while the rest of the class is doing
it on their own.
Students who are early finishers will be
allowed to go back through their book
and color the different pages of the
book, and draw pictures to match each
part of the life cycle.
Students who do not complete their life
cycle book will complete it during their
assigned free center during reading
workshop. This is the normal routine of
the class, and thus I will follow the
routine for my lesson as well.
B. Describe the pre- and post- assessments that are aligned with your lesson
objective
Student Number Before- During- After1 6 4 62 2 3 53 6 6 64 6 6 65 5 4 66 2 3 47 No longer in class No longer in class No longer in class8 5 4 69 3 4 5
10 6 6 611 4 4 512 2 3 413 4 4 614 4 4 515 6 6 6
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16 5 4 517 5 4 618 3 4 519 4 6 620 3 4 621 3 4 522 6 6 623 6 6 624 2 3 4
Average: 4.2 4.4 5.4Legend:
All three assessments were out of 6 points.
Yellow= Low preforming student
Blue= Average Preforming student
Green= Highest performing student
C. Discuss your plan for determining student progress during the lesson
During my lesson I tracked three students in particular, and all three of those
students are highlighted in the chart above. These students were focused on in
particular because they were the lowest, average, and highest preforming students
in my class. I knew if I focused on these three students all the other students in my
class would fall somewhere in between them. I also knew I could get a pretty good
reading of how well the class was doing if I knew how well these three students
were preforming on each assessment. Just because I focused on these three
students does not mean that I did not focus on all the other students in my class. I
walked around throughout the whole lesson to make sure everyone was
understanding what was going on in the lesson, and to make sure no one had
questions, or was stumbling over some of the material being taught. Since the pre
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assessment and post assessment had students reading/writing I also made sure I
was helping the ESOL students understand what was being talked about so that
they would not fall behind in those parts of the lesson. After both the before and
during assessment I would also go through and allow the class to each groups
poster. That way I knew how well the students were understanding the material,
and the students were also getting extra review when checking other groups work.
Lastly, for the final assessment I graded each students book to see how well the
students progressed from the before and during assessment, and to see what I
might need to change for the next time I teach this lesson.
D. Post- assessment results
See chart from part B.
Student Work
Before assessment
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During assessment
Post assessment
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TWS 4 Assessment Plan (Lesson 4)
TWS Standard:
The teacher uses multiple assessment modes and approaches aligned with learning
goals to assess student learning before, during, and after instruction.
Task:
During this English lesson the objective is for students to understand how bullying
can hurt others, through reading and writing about bullies and the effect they have
on others.
Before assessment: This paper and pencil assessment is appropriate for measuring
students understanding of what a bully is, and how to write a complete sentence
when describing a bully. This is appropriate because the whole lesson is focused on
writing complete sentences, so each assessment has the students practicing their
writing skills by using paper and pencil assessments.
During assessment: This assessment is also a paper and pencil assessment, but
instead of just writing the students have to draw a picture of themself and then
explain in a complete sentences ways they can be kind to others. This assessment
allows students to be creative, because they first get to draw themself, and then they
add the sentences after the drawing is complete. This way the students are not just
focusing on writing, but instead they are focusing on both creativity and writing
skills. This assessment is appropriate for the students learning, because it is
allowing them to see that writing can be fun and creativity can be put into writing to
help the reader understand what is being talked about.
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Post assessment: For this assessment a book was read to the class about a bully,
and then the students had to write about how the badger in the book was a bully.
This helped the students improve their skills of pulling the important information
out of the book and being able to summarize that information. This assessment was
appropriate because it focused on many aspects of English, and for the students to
understand the book fully, and to summarize the bully parts correctly the students
had to have a complete understanding of what a bully was.
Prompt:
The goal of this lesson was for students to understand what a bully was, and for
them to work on improving their writing skills.
Before assessment: This paper and pencil informal assessment allowed the
students to think on their own about what a bully is. Each student had to work
individually writing out a sentence or two describing what a bully is, that way I was
able to see what each student thought of a bully. By having the students preform this
assessment I was able to see the progress of the students learning about both a
bully, and how to write a proper sentence.
During assessment: This paper and pencil drawing and writing of how someone
can be nice to others allowed me to see both the creative side of the students, and
there thoughts of how they could be nice to others. This assessment was an informal
assessment because I took their results and looked over them so that I would know
what to work on with the students before their final assessment.
Post assessment: This final assessment was also a paper and pencil assessment,
since the focus of the lesson was on writing complete sentences. This assessment
Fowler 27
was a formal assessment that went into the grade books for an English grade. Before
this assessment I read a book to the class about a bully, and once the book was done
and the class had talked about the story, the students returned to their desk to
summarize how the badger was a bully. This assessment allowed me to see how
well the students understood the lesson on both writing sentences and bullying.
This also allowed me to see what needed to be worked on for next time I teach this
lesson, and it allowed me to see how well the students were advancing in their
knowledge about writing and bullying.
A. Provide an overview of the assessment plan
Lesson objective Assessments Accommodations
By the end of the
lesson on bullying
students should be
able to write four
complete sentences
explaining what a
bully is and how a
bully can be
changed with 90%
accuracy.
Before: Each student
will write one
sentence describing
what a bully is. They
will be graded with a
rubric on a scale of 0-
2 with up to 6 points.
During: Each student
will draw a picture of
him/her, and write
three ways they can
be nice to each other.
They will be graded
For this part of my lesson my teacher did not
want me to have any accommodations, because
she wants to see where the students are at with
their sentence writing skills.
The early finishers will write another sentence
to describe a bully, and they will be allowed to
submit multiple sentences. They will continue
to write different sentences about bullies until
the whole class is done with the assignment, or
until the five minutes is up.
Slower finishers will have five minutes to write
out one complete sentence. When the five
minutes is up they will have to turn in whatever
Fowler 28
with a rubric on a
scale of 0-2 with up to
6 points.
After: The students
will write two
sentences of how the
badger was a bully,
and two sentences of
how he stopped being
a bully. This will be
graded with a rubric
on a scale of 0-2 with
up to 12 points.
they are at, so that the teacher can see where
they are in their level of writing.
For this part of the lesson the teacher will be up
front facilitating the lesson and the speed of the
lesson of “Crumpled Charlie”, so that the ESOL
and slower learners can keep up with what I am
saying.
One accommodation will be made for the
student who is very slow. That student will be
told different directions about the during-
assessment. He will be told to first write down
his four kind words, and to then draw the
picture of himself. He is given these directions
so that by the time everyone else is done with
their picture and words he will at least have his
words on his paper, and can later go back and
add his picture.
For the quicker learners they will be allowed to
color their whole page when they are done
writing their kind words. They will be told that
they need to stay inside the lines and not to
scribble, because more then half of the class still
likes to scribble when they color.
Fowler 29
For ESOL learners all five of them will be pulled
aside, before they begin to write their sentences
and the teacher will help explain the key parts
of the story to them in simpler language. The
ESOL learners know a good bit of English but
need things broken down for them after it is
read, and that is what will happen for this
lesson like many of the other lessons in the
class.
For early finishers they will be asked to turn
their paper over and write two more sentences
about how the badger was a bully, and what
made him change from being a bully to being a
friend.
For slower finishers they will have to finish their
sentences during their free station of reading
workshop. This is the normal routine of the
classroom to finish assignments at the free
station before the students can color or do
brain teasers.
B. Describe the pre- and post- assessments that are aligned with your lesson
objective
Fowler 30
Student Number Before- During- After-1 6 6 122 1 1 23 3 4 94 3 4 85 3 4 96 6 6 127 No longer in class No longer in class No longer in class8 Speech Speech Speech9 2 4 8
10 Absent Absent Absent11 5 6 1212 2 4 813 3 6 1014 2 4 915 Absent Absent Absent16 2 2 417 4 4 818 2 4 619 Absent Absent Absent20 3 3 821 3 4 622 6 6 1223 6 6 1224 1 4 8
Average: 3.6 5.5 7.1Legend:
Both the before and during assessment was out of 6 points, and the after assessment
was worth 12 points.
Yellow= Low preforming student
Blue= Average Preforming student
Green= Highest performing student
C. Discuss your plan for determining student progress during the lesson
During this lesson I focused my attention on three students in particular, because
those three students were my low, average, and high achieving students. These
Fowler 31
three students were focused on because I knew I could get a good idea of how the
rest of the class understood the lesson based off of how well they were doing. Just
because I zoned in on these three students does not mean that I did not observe the
rest of the class to see how everyone was doing throughout the whole lesson. During
each assessment I would walk around the classroom helping students as needed,
and making sure that my ESOL students were understanding fully what was going
on throughout the lesson. Along with walking around and checking on everyone I
would use each assessment to see how well my students were progressing
throughout the lesson. After the before and during assessment I would ask several
students to share their complete sentences with the class, and I would project their
picture up on the smart board with the document camera. This way I could check on
different students to make sure everyone was progressing, while still keying in on
my three students to make sure no one is falling below my lowest student, and to
make sure my highest student was still growing throughout each lesson.
D. Post- assessment results
See chart from part B.
Student
Work
Before assessment
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TWS 4 Assessment Plan (Lesson 5)
TWS Standard: The teacher uses multiple assessment modes and approaches
aligned with learning goals to assess student learning before, during, and after
instruction.
Task:
The objective for this lesson was for students to learn about the importance of
having a career, and to get students to start thinking about what career they would
like to do when they get older.
Before assessment: During this performance-based assessment student will be
walking around the classroom in groups, matching pictures of different careers to
that careers assigned poster. This assessment is appropriate for student learning,
because they are matching different pictures of a career to the poster that is labeled
with that career name. This allows me to see how much information these students
already know about these different careers, and it shows me which careers I need to
zone in on and teach them more about.
During assessment: This technology-based assessment allows students to work
with their Ipads in order to make a piccollage of their dream career. This type of
assessment is appropriate for these students, because they have not been taught yet
how to do research on different careers. This is allowing them to do a little bit of
research, but instead of reading about different careers they are finding pictures of
those careers to help them expand their knowledge about their dream career. By
having students turn in their collage into Seesaw, I will be able to pull them all up on
the Smart Board for everyone to see. This will give me an idea of what careers the
Fowler 33
students already know about, and what careers still need to be taught. I found that
many of the students focused on the same careers, like teaching, nursing, or police,
and that told me that other careers need to be talked about in more detail, because
those careers were some of the ones talked about in during the pre-assessment.
Post assessment: This paper and pencil assessment allowed the students to focus
in on their career they picked for the piccollage, and it allowed them to write about
what they choose and why they choose that career. However, they were allowed to
change their mind on their dream career since we talked about more careers after
the collages were turned in. With this freedom several students decided to change
what career they wanted to talk about. After this lesson I could tell that the students
had a better understand of different careers, because many students picked a
different career to write about then the career they choose for the collage. This
allowed me to see the students’ progression throughout the lesson.
Prompt:
The goal of this lesson was for students to understand about many different careers,
so that they can start thinking early in life which career they would like to be a part
of when they grow up. That way they can see how important getting an education is,
because many careers now require some kind of degree.
Before assessment: This informal assessment allowed the students to move
around the classroom in groups to match pictures to the correct career poster. This
assessment allowed the students to be active, so that as the lesson went on they
could sit still and pay attention. This lesson also allowed me to glance at each poster
and see which careers students were having trouble with. When I saw a career they
Fowler 34
were struggling to match pictures too, I knew that I needed to go over that career in
detail throughout the lesson.
During assessment: This technology-based informal assessment let the students
use their creativity while learning more about their dream career. This assessment
was used for the student to show me how much they knew about their dream
career. To do this they made a piccollage of their dream career, and submitted it into
Seesaw for the whole class to see on Smart Board. While the class and I were going
through this assessment I noticed many students had picked only the careers we
talked about in the pre-assessment which told me that they did not know about
many of the other careers that are out in the world around them. This showed me
that I needed to talk about several other careers so that each student could broaden
their knowledge about careers.
Post assessment: This formal pencil and paper assessment helped the students
take what they learned throughout the lesson, and decided what career they
thought they would like the best. This made them think complexly about what they
liked to do, and how that would fit into the different careers that were just taught.
By having students write why they wanted this career choice as their dream career
allowed me to see if the students fully understood the lesson. It also allowed me to
see the students’ progress as they worked their way through the different
assessments.
A. Provide an overview of the assessment plan
Lesson Objective Assessments Accommodations
Fowler 35
By the end of the
lesson on careers
student will be able
to write complete
sentences about the
career of their
dreams, with 95%
accuracy.
Before: The students
will walk around the
room with their
partner and match
pictures of a career to
the posters that name
the career on which
the pictures match.
Each student will be
graded on a scale of
1-5, and each correct
picture match will
count as one point.
During: The students
will make a picture
college on their Ipads,
describing the career
of their dreams. This
will be graded with a
rubric on a scale of 0-
2 with up to 6
possible points.
After: The students
For the ESOL students: I will walk around to
each poster and read what the career is. I will
read it twice to make sure everyone heard
what it was, and so that the ESOL students
have time to think about each word. I will also
pair the ESOL students with a higher achieving
student so that the higher achieving student
can help explain to the ESOL student a career if
the ESOL student doesn’t know what it is.
For my slower learners: I will make sure they
are paired up with a higher achieving student
in the class. This way the higher achieving
students can help the slower learners out, and
so that everyone can finish around the same
time.
For the ESOL students: I will make sure I go by
and help them one on one with piccollage. I
will explain to them the directions again if
needed, and help them search for pictures if
they cannot find any for their career. I will also
ask them what their dream career is and write
it down for them on a piece of paper so that
they know how to spell it for when they are
Fowler 36
will write a couple
sentences explaining
the career of their
dream. This will be
graded with a rubric
on a scale of 0-2 with
up to 12 possible
points.
looking up pictures.
For the students who are early finishers: I will
have them continue to search for pictures, and
write words about their career until the whole
class is done with the activity.
For the slower finishers: If I see that the
majority of the class is done, I will have them
save their piccollage. They will have to finish
their collage during their free time of readers’
workshop.
For the slower finishers: The ones that do not
complete their assignment in the allotted time
frame, will have to work on it during their free
time of reading workshop until they complete
the activity. This activity is important for all
students to finish because it will be used to see
where each student is when it comes to writing
complete sentences, and using correct ending
mark. So each student will have to finish this
activity during reading workshop of the day
that the activity was given.
For the early finishers: The early finishers will
be asked to go back through their sentences
Fowler 37
with a colored pen, and correct any mistakes
that they see in their sentences. They will also
be allowed to use the dictionaries to look up
how to spell the words that they did not know
how to spell. They will write the correct
spelling of each misspelled word above the
original word. This will help them see there
mistakes while writing, and will allow them to
fix their own mistakes.
B. Describe the pre- and post assessments that are aligned with your lesson
objective
Student Number Before- During- After-1 4 6 122 2 6 53 2 4 94 5 6 125 4 4 116 4 5 107 No longer in class No longer in class No longer in class8 2 3 89 Absent Absent Absent
10 5 6 1111 5 4 912 2 3 813 4 6 1014 5 6 915 2 4 1016 3 2 617 4 5 1218 2 5 919 4 6 1020 2 4 10
Fowler 38
21 2 6 1222 5 6 1223 5 6 1224 3 4 8
Average: 3.4 4.8 9.7Legend:
The before assessment was out of 5, during assessment was out of 6, and post
assessment was out of 12.
Yellow= Low preforming student
Blue= Average Preforming student
Green= Highest performing student
C. Discuss you plan for determining student progress during the lesson
During this lesson I tracked my high, average, and low preforming students, so that
I could get an idea of how everyone in the class was preforming. I picked these
three students to focus on because I knew that all the other students fell
somewhere in between them. This way I could track the whole class easier
throughout the lesson. Even though I focused on these three students it does not
mean that I did not pay attention to the rest of the class. Throughout the whole
lesson I was walking around and making sure that very student understood what
was being talked about, and making sure every student was following directions
closely. Along with focusing on these three students, and observing the class I also
used both the before and during assessment to gage how my lesson was going. I
would alter parts of my lesson if I saw the need to alter them. Just like I had to do
after the during-assessment. Once the students submitted their piccollage on
Seesaw I noticed that many of the students had the exact same career, and that the
Fowler 39
majority of the careers came from the pre-assessment. So after the collages were
done I introduced more careers to give the students a broader view of careers, and
the students caught on because many students’ careers changed for their post
assessment. Their final assessment allowed me to see how the students grew
throughout the lesson, and it allowed me to see what all they truly learned
throughout this lesson on careers.
D. Post- assessment results
See chart from part B.
Student Work
Before assessment
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Post assessment
Fowler 41
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