CTAP 205/210- Activity 4b
After exploring the different assessment tools in your coursework, briefly describe the assessment strategies you will use to:
-Assess your students' prerequisite knowledge before teaching the lesson.
-Monitor your students' progress during the lesson.
-Evaluate your students' proficiency with the content standards in the culminating activity.
Please note: This description will be added to you lesson in Lesson Plan Builder. (From the Lesson Plan Builder's Table of Contents, click on Assessment.)
-Assess your students' prerequisite knowledge before teaching the lesson.
-Monitor your students' progress during the lesson.
-Evaluate your students' proficiency with the content standards in the culminating activity.
Please note: This description will be added to you lesson in Lesson Plan Builder. (From the Lesson Plan Builder's Table of Contents, click on Assessment.)
posted by Lainie McGann at 8:12 AM
47 Comments:
Students will be creating a brochure for their assessment and they will be monitored by their researching abilities as well as their daily progess. They will be mainly graded on whether or not they were able to find all the answers to the questions provided in the document. The research they will be doing will help see if they can filter out the information they do and don't need. Also this is a creative way to give other students an idea about different states without having to read it in a book. Students will have a daily check off of things they need to accomplish for the day and will be given points based on the completion of those tasks. The end result of the research and presentation part of the project will be the main factors of the grading. The brochure will need to be clear and readable with the information requested created in Word. Students can draw their own pictures for their state and will be required to present their brochure to the rest of the class.
Prior to the start of the lesson, we will review previously taught skills, including how to post a comment and use correct grammar skills in writing. For the main lesson, the students will be assessed using a performance-based assessment. Each student will be required to post his or her writing to our blog. I will use teacher observation to assess their technology skills and a rubric to grade their writing. The students will use a self-rubric to show how well they think they did on the assignment.
Before the lesson, the teacher should use yes/no or short response questions to test for understanding of terms of the parts of the newspaper in Spanish. The students will also show understanding of the terms as they use this new vocabulary, combined with decoding skills and previous knowledge of Spanish, to answer the questions about the Spanish newspaper.
Progress during the lesson can be monitored by teacher observation in the computer lab.
Final assessment: The teacher will have the answers written out by the students to the questions they researched. The students will share what they learned orally.
To determine students' prerequisite knowledge before teaching the lesson I will have students respond to some brief questions to determine their technological experience. I will focus primarily on internet experience and familiarity with PowerPoint.
To monitor students' progress I have incorporated two conference times during the lesson. This should be easily handled since the lesson is expected to take at least a week for all students to be able to compelete the task. I will only fave one maybe two computers for students to use.
The final assessment will be performance based. Students will be expected to create a final produt, PowerPoint, to present to the class. There will be a teacher/student generated rubric for students to assess their work. They will then have a final conference with me to determine their final grade.
This lesson is one part of a unit on government. Assessment of prior knowledge will be through whole class discussion of what we covered up to this point. Student progress during the lesson will be assessed through teacher observation, along with a teacher checklist for the technology standards. Final assessment of content standards will be based on completion of the worksheet.
*The students will be learning how to follow links early on in the school year. I will be assessing their progress through out the time. If a student is still struggling with this skill I will partner them up with a student with stronger skills.
*I will assess the students ability to answer the questions related to the content matter. The students who successfully does this will have been able to follow links given in a Word processing document and read the information on the web site.
*I will also be assessing the students ability to find locations on a web site and locate it on a map.
Prior to the lesson, we will review usage of the internet and appropriate use. I will also review how to navigate a website such as yahooligans. The students will be completing a performance based assessment. The handout will be graded using a teacher created rubric. The search will be assessed using teacher observation of technology skills. Partners will self assess and assess their partners using a teacher created rubric.
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The students will be researching pre-Colombian settlements for an on-going Social Studies project. Prior to the Internet research lesson, the students will have been assigned a region to study and will have an understanding of the four regions based on the readings in the textbook. During the lesson, I will monitor the questions and discussion for understanding. While students are doing the Internet research, I will walk around to answer questions and help with individual questions. I will evaluate their understanding of both the Social Studies objectives and Information Literacy goals after reviewing the research is turned in.
1.Prior to beginning the Internet skills training, students will be assessed for level of basic computer skills by completing a Basic Skills Computer Pre-test check list.
2. At the end of the Day 1 lesson, students will complete a pen and pencil test using multiple choice and matching Internet terminologies. Also included is a search and seek interactive question, (e.g. Find 3 websites about Indian tribes and write down their url addresses.)
3. Students, in participating groups will be required to produce a hard copy posterboard containing specific information about the selected animal species, geographic location, habitat, and environmental threat.
4. A final project rubric will assess three focus areas: 1) Effective understanding of basic Internet information search 2) Production of required hardcopy posterboard 3) Effectiveness of oral group presentation. (Clear, well-spoken, addressed all required focus areas)
Students prior knowledge will be assessed during the introductory part of the lesson through observation. Students will also be assessed based on participation in partner activity as well as during the closing discussion. Finally, students will be expected to use these newly acquired research skills during a lesson following this one.
I loved the following website. My kids will use it to tie a science standard with a tech activity where they will evaluate the site looking for interesting pictures and icons that link to other cool sites about rainforest animals and /or endangered species. Then Iwill devise a web hunt off of the site and it's links.
The site is http://rainforestheroes.com/
I will first assess prior knowledge by reading a read aloud on an endangered rainforest animal and evaluating what discussion comes up through a KWL chart.
During the lesson I will moniter progress by how well they can follow the written tech instructions, find their data and log it into the evaluation sheet.
Proficiency will be assessed by the information they find and how descriptive they are about that animal on their evaluation sheet or web hunt cards.
I loved the following website. My kids will use it to tie a science standard with a tech activity where they will evaluate the site looking for interesting pictures and icons that link to other cool sites about rainforest animals and /or endangered species. Then Iwill devise a web hunt off of the site and it's links.
The site is http://rainforestheroes.com/
I will first assess prior knowledge by reading a read aloud on an endangered rainforest animal and evaluating what discussion comes up through a KWL chart.
During the lesson I will moniter progress by how well they can follow the written tech instructions, find their data and log it into the evaluation sheet.
Proficiency will be assessed by the information they find and how descriptive they are about that animal on their evaluation sheet or web hunt cards.
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Title Categories Submitter Date ASC Options
Parts of Speech
(http://www.toonuniversity.com) 3 DeDe Mackintosh 10/16/2006
This site has an amazing variety of learning activities addressing many of the California Standards. I will be using it as a review of parts of speech playing a game. To assess prior learning, I will play an interactive game where I supply a sentence and name a part of speech (noun, verb, adjective or adverb) and ask students to choose that part of the sentence. Then I will go to this website where students will play a game that involves identifying parts of speech in a sentence. We will play as small groups on the smartboard. Students earn points with correct answers.
I am a able to assess the prerequistie skills of my students for this task by monitoring their daily progress on my blog, and in designing their own. I am able to monitor their up to the moment progress from my own computer, where I can instantly give them feedback in the form of a comment. I can then monitor more students, more effectively, with greater regularity. I will be able to directly evaluate the students' progress vs the standards by viewing their individual blogs and using the rubric I have created.
Assessment for this lesson will primarily be through class discussion and teacher observation.
The teacher will introduce vocabulary during reading of the anthology. Through class discussion, the teacher can assess student prerequisite knowledge. During the lesson, the teacher will continue to monitor comprehension and vocabulary during the field trip. Then after the field trip the students may draw a picture and write a couple of sentences about what they learned from the field trip.
There are many areas that I can assess in this lesson. At the beginning of the lesson, I will assess what they already know about laws with a KWL chart. During the simulated bill passing staging, I will observe the students on their understanding of the 3 branches. Also, during the discussion, I can ask questions to individuals to check for understanding. While the students are in small groups drawing and writing about laws, I can walk around and check for understanding. During the mock courtroom demonstration, I will observe the understanding of individuals. Then, students will create a Kidspiration diagram of the branches of government that I intended to teach them. They will be given a list of vocabulary words that need to be in the diagram as well as the rubric that I will be using to evaluate their work. I will use the rubric to assess the final product. At the end of the lesson, I will check for understanding as we fill in the L part of the KWL chart.
Prior knowledge will be assessed using a quiz as a follow up to study of Scott Foreman text.
Teacher will monitor progress throughout the process by regular checks of note cards and rough drafts. Students will print and turn in a rough draft prior to final editing of report.
Students will utilize their E-pal account to write friendly letters to their classmates and their teachers. Once sent, the teacher will download and print the letters and the students will use a rubric to assess themselves.
Starfall is a creative site for EL learners to read and listen to the pronunciation. The Valentine and 100th day show pictures as the information is read.
Students will be learning about the orchestra. Great lesson after second grade visit to the Performing Arts Center to hear the Disneyland band. Teacher will list what students know about orchestra instruments to begin the lesson.
Teacher monitoring and individual reteaching will occur throughout the lesson by listening and responding to "partner talk" and individually instructing students during their independent work on the computers. This monitoring will address both the technology standard and the content standard.
Students' ability to use the Internet to gather information about the orchestra instruments will be assessed through the use of the student worksheet.
A great web for students to use to learn about the orchestra is http://www.playmusic.org/. They learn all about the different instruments, what they sound like, their attributes and much, much, more. Great for the second through fourth grade bunch. Enjoy!
A wonderful website for students to learn various mathematics skills at the Kindergarten level is PBS KIDS. Students are able to place numbers in order from 1-100. It is an interactive way to make learning numbers fun! This website is great for differentiating instruction, a valuable tool for all teachers!
Before we begin our lesson, students will each complete a KWL chart on the planets and solar system. They will be graded throughout the activity by teacher observation and by questioning techniques. They will get their final assessment on the PowerPoint slide using the rubric that I have created. This rubric incorporates the knowledge they have gained and the way that it is presented on the slide. They will grade themselves and will then be graded by me.
The day before the letter is introduce, the students meet an Alpha friend and are given the opportunity to informally share what they know about its letter sound. The teacher can use this information to adjust the lesson the challenge & expand students current knowledge or clarify any misinformation.
Students' progress is monitored during the lesson by watching participation.
The teacher will call on specific students for more interaction with the web site as deemed necessary.
Students' proficiency will be evaluated by how accurately they use and form the new letter in performance assessments, the first measuring their skill in isolation (printing practice) and the 2nd measuring their ability to incorporate this skill with other letters they have learned while attending to meaningful details (dictionary poster).
To assess prior knowledge, I will have students fill out an informational survey about their Internet knowledge. From this I will see how much experience they have searching on the web.
To assess their progress during the lesson I will be monitoring them as they research on the Internet. I will also be checking their information sheets to see that they are finding what they need.
To evaluate their proficiency I will use their information sheet to find out which search engines they used as well as which web sites they used to verify that they used multiple sources. I will use their final paper to evaluate the quality of information they found.
Students prerequisite knowledge will be assessed prior to starting the lesson by a discussion and the pre-activity discussion will be designed to build schema.
Students will be evaluated informally as they are completing their graphic organizers.
Students will be evaluated formally using the perfomance assessment of completing their final product which is the compare/contrast graphic organizer that they will create using Inspiration. This will be graded using a rubric that assesses the quality of the similiarities and differences between the legends. The rubric also addresses the use of the Inspiration program to create the graphic organizer.
Students will later also be evaluated by the Legend that they create on their own using another rubric which we will create together before they begin drafting.
Students will work in small groups to complete tasks and research for Economania webquest.
Project must be completed in the lab. I will set expectations of behavior, supply background knowledge, and give specific directions before we go into the lab. The students will work in coooperative groups and have all necessary worksheets and supplies available during the process. I will be able to assess by observing the students during work time, as well as evaulate the quality of their work. The students will be presented with a certificate upon completion of the webquest.
My students had no hands-on experience working with Power Point. Their background of presentation software was in using KidPix Slideshow, but their knowledge is transferring well. It also helps that they have a good background in using the formatting tools in Microsoft Word.
The assessment tool chosen to evaluate their Power Point presentations on their Native American tribe is a rubric. The rubric will evaluate how well they were able to input factual information about their chosen Indian tribe into the Power Point templete while also using complete sentences.
Before this lesson I have been working on creative writing with my class. My students have a difficult time adding descriptive words to our class stories. Through observation I have been assessing what my students say when we are creating a classroom story.
Throughout the lesson I will be monitoring my students participation in the story and their ability to chose a descriptive word.
After this lesson I will continue to create classroom stories with my class and will be assessing through confrencing and observation to see if they can use more descriptive words in their story making.
As a technology teacher of many years I have a great deal of experience working with middle school students. And while it is easy to say that ‘kids are so savvy with technology these days’ it is almost dismissive of any reason to directly teach technology. That simply is not true. While it is true that students are inundated with technology today their learning is happenstance and unfocused. It is of paramount importance that they be taught technology directly.
For my introduction to HTML and web page creation I realize that a small percentage of middle school students might have a bit of understanding of web page creation via myspace, they do need to (and enjoy) creating with simple programming. It gives them a view behind the curtain if you will.
As with all good lessons it is important to break down the components into manageable bits, introduce those pieces in a logical fashion and allow plenty of time for practice. The teacher should constantly closely monitor and observe student progress; helping those that are challenged and providing enrichment for those who show mastery of the subject matter.
Students will be evaluated on how many components taught are included in their web page. Depending on the time allotment for the unit the rubric will vary accordingly.
Christopher Brady
Ensign Intermediate
I will assess my students prerequisite knowledge of the internet by asking what they've previously used the internet for. Given that the lesson is at the end of the year, I already have a deep understanding of each of my students' level of proficiency in algebra.
During the lesson, I frequently check for understanding by asking probing questions of my students.
Given the lateness of the year, and the enrichment quality of the lesson, there will be no summative assessment. I will, however, give my students a handout that they can use to practice what they have learned.
Pre- assessment: Warm-up activity to grasp the concept of to linear item bultip;lying to area. This will tell me if student comprehend multiplying variables.
informal assessment during the lesson: Once a problem is displayed. I will walking around watching students attempt to construct the area. This will tell me how the students thinking and if they are grasping the interaction and perameters of the tiles.
end of lesson assessment: quizdoms is a remote system where students input a..b...c...or.d. To a given question. this allows instant feedback for the students and a report for the teacher on what the students grasped and what common misconception need to be clairfied through more practice.
final assessment, will include an exam of drawing multiple choice and free responce and a challenge question.
Before the lesson the students will assessed by involving them in a discussion on weather with the science teacher and by having them view pictures and articles related to weather. Then, the students will take notes on the different concepts in weather and will use this knowledge to go to the computer lab. In the computer lab, the students will be guided through a lesson on how to get to the websites, how to navigate the websites and where to go to obtain the information needed for their work. The students will then be checked for their ability to apply their understanding to the websites and their understanding of getting the appropriate information. The students will produce a map of the United States that indicates the weather in their local area, as well as, the weather throughout the country, including highs, lows, precipitation, and fronts.
To see what thee students already know about ants you can do a KLW chart.
- It is important to continually monitor the students progress and understanding of ants. If need - be there are many different ways to alter the material to better meet the different levels of learning.
- The final overall assessment to evaluate if the students learned the need objectives for this lesson is done through Kid Pix. Using Kid Pix the students will fill out the four different boxes with for different facts about ants and provide a drawing the relates to the sentence that was written.
Pumpkin Life Cycle
Before: The students prior knowledge will be assessed during the read aloud. The teacher will ask questions prior to reading and during reading to evaluate what prior understanding the students have of pumpkins.
During: The will teacher informally observe the students filling in their graphic organizers that aid in their understanding of the phases of the life cycle. The teacher will also ask questions throughout that will evaluate their understanding.
Final Assessment: The teacher will informally grade the Kid Pix slideshows based on accuracy and creativity. The teacher will also administer the Pumpkin Life Cycle Quiz to assess the students enduring knowledge of the phases of the life cycle (as seen in the resources section).
* The students will discuss how they think they learn best, what their personality is like, and what their learning disability is.
* The students will be helped along to complete the "surveys" and to complete the brochure.
* Use the brochure rubric to evaluate the students' learning.
Before the lesson we will do a KWL chart as a class about what they know about Poetry, but more specifically, Haiku.
Before students begin to write their Haiku, they must be able to tell me how many syllables each line of their poem should have.
I will be able to monitor my students' progress by editing their work before they publish their poem. By walking around the room, I will be able to tell who needs more assistance.
The computer lab is set up as a huge rectangle. This is beneficial because I can what all of my students are doing at the same time. I can easily monitor who needs assistance with the computer/software.
Students will print their Kid Pix Haiku creation. I will be able to look closely and evaluate whether or not their Haiku follows the 5-7-5 syllable pattern. Their final product will clearly show whether or not they were able to use the Kid Pix tools to illustrate their poem.
The lesson will wrap up by completing the KWL chart on Haiku.
Prior to lesson, students will read a list of CVC and CVCe words as a preassessment. During the lesson students will be monitored and assessed by observing their performance in class. Assessment through listening to students read aloud will be continued until all have mastered the CVCe skill.
I will have to be sure that students already are comfortable reading the sample base words that will be used in the lesson.A quick check off list the day before will help me know which students will need extra help with the base words.
When students come to the board to participate in the lesson, I can check off correct and incorrect responses. Those not participating - I will have to keep a watchful eye on.
I will look at the results of their work on the practice page, and monitor their ability to read the words while playing the game.
For my Technololgy Level II Lesson students will be learning about Jazz and Improvisation. Students will explore a Jazz Improvisation Website and learn to create their own improvisations on electronic keyboards. The following are my assement strategies for the improvisation lesson. I also may adjust this lesson to cover 2 weeks with the technology part begin on the second week.
Assessment Strategies
I will aurally and visual check for prerequisite knowledge before teaching the lesson.
I will also use this method to monitor students throughout the lesson.
I will use an assessment rubric to evaluate students' progress and learning of the concept of improvisation.
I have not used a rubric yet with my students and I am eager to put this one in place.
Assessment- mpina
1. Performance Assessment was chosen as the means to measure students? pre-requisite knowledge of addition and subtraction and to monitor their progress of addition and subtraction facts committed to memory.
2. Purpose of the Assessment: written un-timed assessments determine how high the student can add to and subtract using any type of manipulative available to the student. Once a point of reference is established, students are placed in homogeneous groups for future instruction. The un-timed written assessments require students to add in increments: to 6, to 8, to 12, lastly to 20. On the That?s a Fact website, the increments are adding/subtracting to 10, to12, and to 20.
3. Performance Task:
As the student learns their addition facts via student activities, so the increments will increase measuring the students knowledge of standard Number Sense 2.1. Only those students who passed the written assessments to 12 with 90% accuracy move on to the That?s a Fact website and are instructed to solve as many addition facts to 10 as they can in a time period of 3 minutes. Students are left to do this independently as teacher monitors their thought processes and keeps anecdotal notes. This is the time to determine what other methods of instruction this student would benefit from.
4. Performance expectations:
When the student has mastered successfully, a minimum of 5 out of 30 problems in 3 minutes, the next assignment is 5 out of 30 in 2 minutes, then finally to 1 minute. Students quickly feel successful as their addition knowledge progresses and easily are adding more then 5 problems in 1 minute. Only when the students? knowledge of number sense progresses will the time period to complete more addition problems decrease.
Records of the written tests are documented on an Excel Spreadsheet. As the student progresses on multiple written untimed assessments and corresponding math activities, they receive a checkmark under the heading +6, +8, +12, +20. And are moved to the next level. The same recording is done for the That?s A Fact activity. Except that the headings are +10, +12, +20. When all addition facts are complete, students continue with subtraction in the exact same manner.
Students will be creating a Power Point for their assessment. They will be monitored throughout the lesson on their researching abilities as well as how thorough they were at completing their Country info packets.
Their Power Points need to have a page about each of the different information they found out about their country. For ex. a page on What types of food they eat, clothing, etc... They also need to add a picture slide after each page. I will model all of this before they are assessed.
Students will be accessing information on web sites. I will use questions about the internet to determine what they know of the internet as a resource. The topic being explored will need questions as well to see what prior knowledge they have on the topic -- where we're starting from.
Next some questions and expectations about the final product, so that they can shape what they choose to use and what they don't want or need for their final product.
During the searching, we can revisit these same questions to guide their choices of resources to include in their reports.
When I begin the lab lesson, I will begin a discussion with the students about the phases of the moon to see what they already know. I will continually monitor their progress throughout the lesson by walking around the lab and stopping students to clarify where needed. I will evaluate their PowerPoint presentation with a rubric I have created.
I will assess my students prerequisite knowledge through class discussions, KWL charts, and assessments from privious activites. I will evaluate my students progress during the lesson by walking around the room and making sure that they have accessed the internet page and are working their way through the information. I will also make sure that they are recording this informaiton on a worksheet. A final evaluation will be determined on their final work product.
In order to assess students' pre-requisite knowledge, I will review the differences of pebbles, sand, silt and discuss other earth materials such as clay and gravel (likely during a kid-friendly book).
A K-W-L chart will enforce these concepts in order to aid the children in understanding the required concepts before proceeding with the lesson. In order to monitor the children's progress during the lesson, I will make certain that the students have accessed the proper website and have begun scrolling through the graphics and clicking for information. (Red cups atop our computers alert us to students who need help.) In order to evaluate students' success of the lesson, the worksheet will be successfully recorded after having maneuvered through the site.
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