Other Assessments Within Lesson
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Formal Formative Assessment
At the beginning of the lesson, the teacher will conduct a KWL chart to gauge what the students already know about penguins, chimpanzees, and dolphins. The teacher will clearly explain how this chart will be used to meet the objectives. The teacher will ask the students if they know/remember what each letter stands for and allow time for students to answer.Through this activity, the teacher will also discover what the students would like to know. The teacher will wrap up the lesson by discovering what the students have learned through the use of this chart.
Purpose & Stakeholders Involved: The purpose of this assessment is to inform the teacher of what students know prior to the lesson compared to after the lesson. This chart will provide important data indicating the success of the lesson. For example, after encouraging students to use their sense to observe, did they learn a lot more than they already knew? The key stakeholder in this assessment is the teacher. Based off of the data collected from this assessment, the teacher will adjust instruction accordingly to best benefit students and promote their achievement. Students are the other stakeholder in this assessment. The chart provides students with a visual to see the learning that has taken place and the process they went through to acquire that knowledge.
Objectives: For the teacher to know whether students are using their existing knowledge of animal needs or if they are just using their observations of selected pictures will be indicative of the fulfillment of the objectives addressed in the lesson plan. For example, when students communicate and present their thoughts and ideas, the teacher will be able to better gauge whether this is based off of their observations or off of prior knowledge.
Sharing Data: Once the KWL Chart is complete, the class will review the chart and identify what has been learned and what the major take-aways from the lesson are. Sharing this achievement data will foster competence and provide students with visual proof that learning has occurred. Students receive immediate feedback as well as the teacher regarding student understanding and comprehension. This data is not graded.
Data Type: This assessment provides qualitative data that can be evaluated to gain insight regarding student achievement. Perception data is also collected when students answer what they would like to know ("W" column of the KWL chart). This is where students get to share their opinions and offer information as to the direction in which the teacher should guide the lesson.
If/Then Action Plan:
At the beginning of the lesson, the teacher will conduct a KWL chart to gauge what the students already know about penguins, chimpanzees, and dolphins. The teacher will clearly explain how this chart will be used to meet the objectives. The teacher will ask the students if they know/remember what each letter stands for and allow time for students to answer.Through this activity, the teacher will also discover what the students would like to know. The teacher will wrap up the lesson by discovering what the students have learned through the use of this chart.
Purpose & Stakeholders Involved: The purpose of this assessment is to inform the teacher of what students know prior to the lesson compared to after the lesson. This chart will provide important data indicating the success of the lesson. For example, after encouraging students to use their sense to observe, did they learn a lot more than they already knew? The key stakeholder in this assessment is the teacher. Based off of the data collected from this assessment, the teacher will adjust instruction accordingly to best benefit students and promote their achievement. Students are the other stakeholder in this assessment. The chart provides students with a visual to see the learning that has taken place and the process they went through to acquire that knowledge.
Objectives: For the teacher to know whether students are using their existing knowledge of animal needs or if they are just using their observations of selected pictures will be indicative of the fulfillment of the objectives addressed in the lesson plan. For example, when students communicate and present their thoughts and ideas, the teacher will be able to better gauge whether this is based off of their observations or off of prior knowledge.
Sharing Data: Once the KWL Chart is complete, the class will review the chart and identify what has been learned and what the major take-aways from the lesson are. Sharing this achievement data will foster competence and provide students with visual proof that learning has occurred. Students receive immediate feedback as well as the teacher regarding student understanding and comprehension. This data is not graded.
Data Type: This assessment provides qualitative data that can be evaluated to gain insight regarding student achievement. Perception data is also collected when students answer what they would like to know ("W" column of the KWL chart). This is where students get to share their opinions and offer information as to the direction in which the teacher should guide the lesson.
If/Then Action Plan:
- If the whole class is not willing to offer suggestions regarding either what they know, or what they want to know, then I will give students several minutes to Pair Share ideas to contribute to the class and each partner group will share one idea. If the students are tired and unengaged, then I will have them walk around the room with a partner twice to discuss what they either know or would like to know.
- If the students excel my expectations and know much more than I expected, then I will allow for five suggestions for each column, and then move on to the observation activities.
- If at the end of the lesson, students feel like they do not have much to offer for the "L" column, then we will revisit students' activity sheets and brainstorm together ideas that are new to us. If the students still feel like they did not learn anything, I will adapt the lesson to include things in the environment around them. Students would do an additional observation activity and brainstorm why communicating observations is an important skill to develop.
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Formal Formative Assessment:
The students will be assessed as to whether they were able to present findings of observations by participating in an activity entitled Animal Needs Chart Sort. In this activity, the students will observe three pictures of three different animals in their natural habitats (penguin, chimpanzee, and dolphin). As the students are viewing these pictures, they will participate in Pair Share about the elements in the picture they observe. The class will then come together to share their individual findings. There will be a chart entitled Animal Needs with three different categories (food, habitat, and environment). Based on the pictures and prior knowledge, the students will present their observations to the class about what each animal eats (food), where it lives (habitat), and what the habitat looks like (environment). To meet the minimum level of proficiency, the student must contribute at least one observation to the Animal Needs Chart. If the student does not meet this requirement, the teacher will ask the student to look back at one of the pictures, and using prompting questions, aid the student in his/her observations.
Purpose & Stakeholders Involved: The purpose of this assessment is to identify if students are able to present their findings of observations to the class in order to contribute to this chart. As the teacher being one of the primary stakeholders involved, this assessment serves as formative data to guide further instruction. After collaboratively creating this chart, students, the other stakeholders involved, will be able to use this as a reference when creating their own picture of the animal(s). Students may also use this chart to help them answer what they have learned throughout this lesson ("L" column of the KWL Chart).
Objectives: The objectives addressed in the lesson plan drive this assessment to be successful. Students are able to verbally communicate and present findings of observations based on the pictures that were given to them. The teacher will be able to determine if the students were able to meet the measurable objective if they each contribute one idea to the chart. This demonstrates minimal proficiency and the student will get a "Complete" if they were able to offer an idea towards creating the chart.
Sharing Data: Students receive immediate feedback on their progress as the chart is completed by the students and in front of the students. After the chart is complete, the class will review the chart and discuss what in the pictures gave the students clues as to what they learned (i.e. what did the student observe in the picture of the chimpanzee that made him say that chimpanzees eat bugs?). This offers the teacher feedback regarding student understanding and comprehension. This assignment does not have points attached, but rather, a "Complete" or "Incomplete" grade.
Data Type: This assessment provides qualitative data that can be evaluated to gain insight regarding student achievement. Although it is labeled as a formative assessment, this assessment also serves the purpose of an Interim assessment. It occurs both during (formative) and after (interim) the meat of the lesson has occurred. It is labeled primarily formative because the lesson is not yet completely over, therefore, is not Interim in its' truest form.
If/Then Action Plan:
The students will be assessed as to whether they were able to present findings of observations by participating in an activity entitled Animal Needs Chart Sort. In this activity, the students will observe three pictures of three different animals in their natural habitats (penguin, chimpanzee, and dolphin). As the students are viewing these pictures, they will participate in Pair Share about the elements in the picture they observe. The class will then come together to share their individual findings. There will be a chart entitled Animal Needs with three different categories (food, habitat, and environment). Based on the pictures and prior knowledge, the students will present their observations to the class about what each animal eats (food), where it lives (habitat), and what the habitat looks like (environment). To meet the minimum level of proficiency, the student must contribute at least one observation to the Animal Needs Chart. If the student does not meet this requirement, the teacher will ask the student to look back at one of the pictures, and using prompting questions, aid the student in his/her observations.
Purpose & Stakeholders Involved: The purpose of this assessment is to identify if students are able to present their findings of observations to the class in order to contribute to this chart. As the teacher being one of the primary stakeholders involved, this assessment serves as formative data to guide further instruction. After collaboratively creating this chart, students, the other stakeholders involved, will be able to use this as a reference when creating their own picture of the animal(s). Students may also use this chart to help them answer what they have learned throughout this lesson ("L" column of the KWL Chart).
Objectives: The objectives addressed in the lesson plan drive this assessment to be successful. Students are able to verbally communicate and present findings of observations based on the pictures that were given to them. The teacher will be able to determine if the students were able to meet the measurable objective if they each contribute one idea to the chart. This demonstrates minimal proficiency and the student will get a "Complete" if they were able to offer an idea towards creating the chart.
Sharing Data: Students receive immediate feedback on their progress as the chart is completed by the students and in front of the students. After the chart is complete, the class will review the chart and discuss what in the pictures gave the students clues as to what they learned (i.e. what did the student observe in the picture of the chimpanzee that made him say that chimpanzees eat bugs?). This offers the teacher feedback regarding student understanding and comprehension. This assignment does not have points attached, but rather, a "Complete" or "Incomplete" grade.
Data Type: This assessment provides qualitative data that can be evaluated to gain insight regarding student achievement. Although it is labeled as a formative assessment, this assessment also serves the purpose of an Interim assessment. It occurs both during (formative) and after (interim) the meat of the lesson has occurred. It is labeled primarily formative because the lesson is not yet completely over, therefore, is not Interim in its' truest form.
If/Then Action Plan:
- If students are not able to contribute a minimum of one idea to the chart, then I will revisit each of the pictures depicting each animal in its' natural habitat, as well as provide additional pictures and/or a short video clip depicting each animal in its' natural environment.
- If the student does not contribute a minimum of one idea to the Animal Needs Chart, I will ask the student to look back at one of the pictures, and using prompting questions, aid the student in his/her observations. These questions might include: What does it look like the penguins do to keep warm? What can you notice about the animal’s food (anything that looks familiar to you)? What does it look like the chimpanzee might use a stick for? Where do you think the chimp might sleep? What do you notice in the dolphin pictures (other dolphins)?
- If the students did not contribute a minimum of one idea to the Animal Needs Chart during the class discussion, the student will be given the opportunity to write a short paragraph for me. This paragraph will explain what that student observed in the pictures and what connections were made to the needs of those animals. That student will then have to present his/her findings to me.