Assessment Plan Table
|Learning Goals||Assessments||Format of assessment||Adaptations|
|Learning goal 1:Recognize and read plural words||Pre-assessment||Reading exercises on plural and singular words||From these lessons, the student will understand the concept of one and more than one. They will be able to demonstrate the use of plural words by adding as to most singular nouns. The student will also comprehend |
that for nouns ending with ss, x, ch, or sh they must add –es, and nouns ending in y, they should be changed to an I and add –es.
|Formative assessment||Writing exercises on singular and plural words that end with -es|
|Post-assessment||Random reading and writing of singular words in the plural form|
|Learning goal 2:Recognize and understand the use of multiple meaning words and homophones in text||Pre-assessment||Reading similar words with different meanings||Introduce students to the concept of multi-meaning words. Utilize flashcards for students will comprehend that homophones are words that sound similar, but have different meanings|
|Formative assessment||Explanation on the different contexts and application of meaning as per the context|
|Post assessment||Students to write sentences using homophones to explain a concept or an idea|
|Learning goal 3:Build fluency by accurately reading aloud with appropriate intonation, phrasing, expression, and rate||Pre-assessment||Students to read selected texts loudly individually while others listen||The students are to read every word in a sentence correctly and accurately. When they read a word incorrectly, they have to reread it so that the sentence makes sense. |
Students are to pair together and read aloud to one another allowing them to correct each other to improve the reading accuracy.
|Formative assessment||Students to reads collectively to after the teacher has read a text to match the teachers intonations|
|Learning goal 4:Identify characters and the setting in a story||Post assessment||The student to read selected text loudly while others listen|
|Identify characters and the setting in a story||Pre-assessment||Students to read the comprehensive fictional text for understanding|
|Formative assessment||Students to analyze characters, themes, setting, and plot of the story they have read.||Students are to read for enjoyment and understanding. It will involve testing the students on themes, settings, characters, plot, and point of view. By understanding these elements, with emphasis on the story’s characters and setting, students will understand the stories they read.|
Rubric for assessing students’ attainment of learning aims
specifically for you
for only $16.05 $11/page
|Number of students and Rating → |
Indicator and Ethnic group↓
Objective not met
Objective partially met
| ||Methods of assessment lack compatibility with learning goals||Some of the learning goals are compatible with the assessment methods used||All learning goals are compatible with the assessment methods|
| ||The assessments lack relativity with learning goals||Assessment methods well developed but not fully practiced||Assessment methods well developed and used to the full potential|
| ||The assessment methods do not assess students before, during, or after guidelines.||The assessment methods do not have integration with familiarity, proficiencies, and reasoning ability.||The assessment methods meet all the learning goals.|
| ||The assessment methods used do not meet individual needs.||The assessments made are appropriate to student’s demands||The assessments made are appropriate to student’s demands|
Assessment plan overview
I designed an assessment plan to monitor the academic progress of students in my class. It comprised of pre-assessment, formative assessment, post-assessment, rubric table, and adaptations assessment. Through my assessment plan, I was convinced of adjusting my teaching styles if the need arose to meet student needs. According to my assessment plan, the assessment of the students’ progress was to take place after every a one-week of working with them in class. Challenging them by allowing them to read given words and comprehension in class aloud was also part of the assessment. I also intended to repeat the same assessment test after the second week of teaching to measure the improvement of students.
I imposed a pre-assessment technique to measure the memorizing ability of the students. Among the tests that I imposed in pre-assessment of students included reading aloud of the provided singular and plural words, reading aloud of comprehensions, and holding discussions in class on the stories they have read. By giving them singular words to convert to plural, I was able to find out, and calculate their ability and weaknesses in memorizing prior teachings, such as understanding of synonyms and comprehension of stories read aloud in class.
On the other hand, I used formative assessment to measure the understanding ability of my students in the class. Achievement of the goals of formative assessment involved the participation of students in writing plural and singular words, recommending them to participate in reading and analyzing comprehensions, and encouraging their efforts in mimicking my pronunciation intonation of some words.
I inputted appropriate measures to adapt the students to the assessment methods I used in class to meet my goals. Among the things I implored included involving students in reading aloud of stories and comprehensions in class, individual rectification when encountered with pronunciation problems, and testing them on the understanding of the stories read through asking questions about characters, settings, plot, and word choice in storybooks.
In my research on the performance of students in terms of attaining learning goals, I used a rubric table. The rubric in my assessment table provided broad information on the rating of understanding of students as per their ethnic groups and the role played by the multiple assessment methods used. The rubric table also played a crucial role in summarizing the broad work that would have been tedious, hence making the assessment of the students effective.
Generic Copies of pre and post-assessments
The assessment method I implored on the students played a critical role in advancing their learning of knowledge. The assessment methods included a provision of enough reading materials with exercises to develop the learning ability of students on the use of singular and plural words. Administering of comprehensions to students also played a critical role as it helped advance their understanding of the learned concepts in class. Storybooks also served a significant role in boosting the student’s understanding of academic concepts. They enabled students to advance their writing skills by depicting the characters, themes, and styles used in the storybooks provided. These assessing materials enhanced the advancement of the students’ knowledge considerably. (Lawson, 2005).
100% original paper
on any topic
done in as little as
Multiple assessment approaches
To meet the goal of learning the weakness of the students in their learning process, I included a variety of assessment methods. Among the methods I used included the creation of the assessment plan, performance assessment, and progression-focused assessments. The creation of the assessment plan aided me to identify the weaknesses of the students in the use of the learned singular and plural words in their writing and pronunciation. The creation of the assessment plan also led to the development of creativity within students, which enabled them to read and discuss the characters, plot, themes, and settings of the stories read in class. In addition to the students exemplifying their ability in intonating what I taught them, I also graded their understanding by giving them some questions to tackle.
Authentic and Appropriate Learning Measure
The role of me using authentic assessment in assessing my students was to prepare them for future roles in society or their lifestyle. It enhanced the learning ability of students on new ideas and demonstrated their ability in applying the newly learned concepts in their real-life situations. For instance, I engaged students in reading comprehensions and extensive use of synonyms and antonyms in their learning process, hence preparing them for the future use of gathered knowledge in handling learning challenges. In addition to the participation of students in the aloud reading of stories in class playing a crucial role in developing courage in students, it also prepared them for future teaching and leadership roles.
Assessment adaptations are various procedures used in testing students learning abilities. According to my assessment plan, various use of singular and plural words enhanced the achievement of knowledge diversity in students. In addition to the participation of students in reading aloud given words in class, their self-readjustment played a crucial role in developing their learning efficacy. Allowing students to discuss new ideas in the storybooks also played a crucial role in enhancing their academic understanding of learned things. The introduction of students to homophones also played a vital role in advancing their reasoning ability.
Assessment Plan Alignment
The close relationship among learning objectives, the used teaching-learning actions, and the student assessment methods play a crucial role in affecting the learning experience of students. In plotting my assessment plan, I inputted the three assessment methods, pre-assessment, formative, and post-assessment in assessing the learning ability of students to enhance the understanding of students. Via the assessments, I had the goal of evaluating the achievement of learning objectives by the students and management of challenges they encountered in their learning process.
The main role of assessment analysis is to help teachers in analyzing the test results of students. It gives guidelines to teachers on what to implore to enhance the success of students. In plotting my assessment plan, I used a rubric table to calculate the language understanding of students from different ethnic groups. The rubric table also enabled me to identify areas of weakness among the students. (Chappius et al, 2004).
Formative Assessments to Measure Progress
In assessing students, formative assessment proves to be more essential compared to other forms of assessments. It gives direct and immediate feedback on the essence of the new concepts, and its development has extensive links to the advancement of student knowledge. For instance, in my assessment plan, formative assessment portrayed the ability of students to put the learned ideas into action through their participation in class roles such as reading after the teacher, use of singular and plural words in their writings, and elaboration of ideas as per characters, themes, plot, and settings. Examples of formative assessments that I employed in assessing the learning advancement of students included, involving students in undertaking continuous assessment questions and incorporating them in oral discussions.
Assessment plot has proved to be effective in the performance of many schools internationally; this is because they enable the assessment of students’ strengths and weaknesses. Besides, through the assessments, teachers also are forced to put more effort into teaching leading to the advancement in academic endeavors. However, from the views of Mr. Black and Mr. William, a diversity of international schools, where the majority are in the U.S put the three known assessment methods in monitoring the academic advancement of students and found out that formative assessment is an essential element of a classroom that needs to be advanced to meet academic achievements.
From their studies, Mr. Black and Mr. William found out that the use of the formative assessment method proved to be essential from the age of five to adulthood of an individual in the university. (Lund, j. & Mary, K. 2010).
In accessing the performance of students, a teacher needs to have a tabulated table reflecting their performance. In attaining this, I used the rubric assessment table that contained all information about the advancement of the students in their learning. Among the issues, I paid attention to while drafting the rubric table included, the rating of the assessment methods used, students from different ethnic groups, adaptations of the methods of assessment used, and the percentage of students as per their rate of gaining knowledge.
To effect the purpose of my study, I drafted a result table containing information on the advances made by students in achieving set goals. In the table, I included information about the challenges faced by students in juggling their goals and the procedures implored in enabling them to manage these problems.
In conclusion, most of the teachers employ assessment techniques in achieving their goals in teaching. This is because; through the assessment methods, they can identify the weakness of students for them to input appropriate measures in time. However, for the efficiency of the assessment plan to be observed, the teachers have to ensure that the assessment techniques they use are easy to be understood by students in their learning.
Chappius, S., Chappius, J., Judith, A. & Richard, S. (2004). Classroom Assessment for Student Learning: Doing it Right, Using it Well: New York: Assessment Training Institute..
Lawson, J. (2005). Volume 2 of Hands-on Social Studies, Jennifer Elizabeth Lawson. New York: Portage & Main Press.
Lund, j. & Mary, K. (2010). Performance-Based Assessment for Middle and High School Physical Education. New York: Publisher Human Kinetics.