Assessment Plan

Carmenitha Berry

EDU645: Learning & Assessment for the 21st Century  

Ashford University

Instructor:  Dale Kimball

July 9, 2012

Purpose of Assessment Plan:

The purpose of this assessment plan is to make sure the 5^th grade science students have learned various types of natural disasters, their spellings, and meanings. The students are expected to spell and know the vocabulary words by the end of the week. The students will also have to write a sentence with each word.

Learning Outcome That Supports the purpose:

1)      The students learning outcome will be to spell 10 vocabulary words. The words are lighting, tsunamis, flood, volcano, tornado, mudslide, blizzard, thunderstorm, hurricane, and earthquake.

2)      Know the meaning of all 10 words.

3)      Write a sentence using each word in its correct context.

Assessment Task:

To make sure the vocabulary definitions are understood, the students will be asked to number their papers 1-10 (skipping a line in between each number). I will then call out a vocabulary word and ask them to write a complete sentence using the vocabulary word. For example, use the word tornado in a sentence and make sure it is being used in its proper context. This assessment will make sure that they understand the word and can spell it correctly. To make sure they know the definitions of the vocabulary words, on the opposite side of the paper I will ask them to number their paper 1-10. Then, I will call out the meaning of the words and ask the student to give the vocabulary word that matches it.

     This rubric “specifies the criteria to be assessed at each performance level and provides a separate score for each criterion.

•Advantages: provides more detailed feedback on student performance; scoring more consistent across students and raters.

•Disadvantages: more time consuming than applying a holistic rubric

•Use when:

Ø You want to see strengths and weaknesses.

Ø You want detailed feedback about student performance” (University of Hawaii Manoa, 2011).

                        Rubric for 5^th grade Science class

NAME:

DATE:

	Excellent           4	Good                 3	Fair                 2	Poor            1
Student can spell all vocabulary words correctly.	Student spelled all 10 vocabulary words correctly on written test.	Student misspelled 1 word on written test.	Student misspelled 2 words on written test.	Student misspelled 3 or more words on written test.
Understands the definitions of the vocabulary words.	Student showed knowledge of all words through written definitions.	Student showed knowledge of some words, but failed to define 1 word correctly.	Student showed knowledge of some words, but failed to define 2 words correctly.	Student showed knowledge of a few words, but failed to define 3 or more words correctly.
Can write vocabulary words in a sentence where definitions are understood.	Student showed knowledge of all vocabulary words through sentence context. Sentences were detailed and thorough.	Student showed some knowledge of vocabulary words through sentence context.	Student showed knowledge of a few vocabulary words, but sentences were not detailed enough.	Student showed no knowledge of vocabulary words. Sentences were not thorough or detailed.

Testing Constraints:

The test constraint that I will impose on the test is Students will learn in advance what information is on the test during the course of study. Students will be given 30minutes before the test to review and to ask the teacher any questions.

Reference

(2011). Retrieved July 09, 2012, from University of Hawaii Manoa: http://manoa.hawaii.edu/

Natural Disasters Learning Outcome

Learning Outcome 1: Students will learn 4 different named hurricane disasters and their dates.

Test Item: At the end of the week, give a matching test with hurricanes on one side, and dates on the other.

Learning Outcome 2: Students will learn the meaning of the vocabulary words. (Lighting, tsunamis, flood, volcano, tornado, mudslide, blizzard, thunderstorm, hurricane, and earthquake.)

Test Item: Give students a vocabulary test at the end of the week.

Learning Outcome 3: Students are expected to spell the vocabulary words by the end of the week.

Test Item: Give students a spelling test at the end of the week.

 Essay Outcome: 5th Grade Science Class

My essay outcome for the students would be to draw a picture of a volcano and color it. I would also ask them to label the picture volcano.  They would do this with the rest of the natural disaster vocabulary words as well. Once they are done, I would ask each student to share one picture and the definition of it.   I would give them positive feedback for their efforts, while making sure the work was done correctly. This should show that they have an understanding of the words.

    

Test and Essay Rationale

       I decided on learning outcome #1 (learn 4 different named hurricanes and their dates) because it is important that students learn the names and dates of certain storms. These storms did a lot of damage, and they are a part of history. Storms like Hugo, Floyd, Andrew, and Katrina are very important to learn because of the damages and death toll. Giving the students a matching test for this outcome would be better than having them to just write from memory.  I chose learning outcome #2 (learn the meaning of the vocabulary words) because students should know what each storm means, and giving them a vocabulary test should help them to retain the information for a while. I chose learning outcome #3 because it is important the students are able to spell the words out. They will receive a spelling test because I believe that this will help them with pronouncing the words. I believe the essay outcome would be a fun way for the students to learn the material, and drawing it would help to keep them engaged.