Alexandra Smith

TWS 4 Assessment Plan

A. Provide an overview of the assessment plan
Example of Mini-Unit Assessment Overview
Mini-Unit
Objective(s)

Pre-Assessment

The students will

be able to
multiply and
divide fluently.
They will be able
to understand how
division and
multiplication
problems can be
inverses of one
another. They
will also be able
to use pictures and
manipulatives to
help them
problem-solve on
their own.

The preassessment will be

used to determine
what the students
already know
about key terms
from the lessons.
Each assessment
has 10 problems.
The problems are
all open-ended,
but have concrete
answers. Students
who complete the
pre-assessment
with 80% or
above are at
standard, score
with 100%
accuracy are
exceeding
standard, and
score 80% or
below are
approaching the
standard.

Accommodations/
Modifications
Based on the
results, if I find
that several
students missed
similar questions
or made similar
mistakes, I will
plan to explicitly
focus on those
areas of the
content in which
students need
more instruction.
If only a few
students missed a
certain problem or
concept, I will
pull them to the
back of the room
in a small group to
discuss the
content further
and give them
one-on-one
attention to help
them become
successful.

Lessons

Post-Assessment

Include objective for

each lesson

Lesson 1
Students will learn
the terms
dividend, divisor,
quotient, related
facts, and fact
family. They will
be able to use
those terms when
discussing
division and
multiplication
problems.
Lesson 2
The students will
solve division
word problems.
Lesson 3
The students will
have a review of
the entire chapter
to prepare them
for a test.

The postassessment will be

the same as the
pre-assessment. I
will look at the
students'
individual grades
from both the preassessment and
post-assessment to
determine if they
improved after the
three lessons were
taught.

B. Describe the pre- and post-assessments that are aligned with your mini-unit goal(s).
a. The pre- and post-assessments are the same. The questions are all open-ended,
but have only one clear, correct answer. Here's what I'm looking for in each
question:
#1: An answer about grouping the dividend into equal parts in order to get
the quotient
#2: If they can correctly label the dividend, divisor, and quotient in a
division sentence
#3 & #10: A correct visual representation of the division problem
#4: Students are able to identify the unknown of each division sentence
#5: An inverse of the division sentence
#6: The division and multiplication sentences that represent the picture
#7: Students can tell me that they are in the same fact family or inverses

Alexandra Smith
TWS 4 Assessment Plan

#8: The fact family for that set of numbers

#9: A division sentence that properly represent the word problem, and the
correct answer
All questions will be worth 10 points; each question with two parts will be
eligible for half-credit.
Exceeding Standard: score 100%
At Standard: Score 80% or higher
Approaching Stand: Score 80% or below

C. Discuss your plan for determining student progress during each of the three lessons.
a. In order to check students' progress during the three lessons, I will check their
work during independent practice to get an idea of who understands and who does
not. I will also look at their homework each night to determine what we may
need to go back and discuss or pull small groups of students who do not
understand the same concept.
Lesson 1: I am looking to see if students understand the terms dividend,
divisor, quotient, related facts, and fact family. I am also looking for correct
arithmetic when answering the math problems.
Lesson 2: I am looking to see if students can answer division word problems
and problem solve on their own.
Lesson 3: This lesson is a review of the entire chapter. I am looking to see
what I may need to go over with them further.