EDUC 302/303

Naomi Hansen
Curriculum Planning Assessment
There is a huge difference when you are assessing high school students and elementary
school students. For my assessment I will not be giving my student a grade, but rather I will
simply indicate whether they are at a basic, proficient, or advanced level of learning. My rubric
also doesnt necessarily fit the students reading and writing levels (depending on which student
it is) because they are at a very basic reading level. In the first grade, I would say that rubrics and
report cards and such are more for parents and teachers benefit because it informs them about
where there student is at. Of course I will explain to the students what my expectations are in my
lessons, but they dont need to see the actual rubric.
There are four types of assessments included in this unit: pre-assessment, formative
assessments for learning, formative assessments as learning, and summative assessments. My
pre-assessment will simply consist of talking with my teacher about where the students are at and
what they have learned so far; she has had these students for two years now and she knows
exactly what they have already learned and know. Formative assessment for learning will often
happen in the form of me asking the students questions early on in the class about things they
need to know in order to understand the content we will be learning. Another way that formative
assessment for learning will take place is when I have the students come up to the board to match
the pictures. I will be able to see where the students are at and I can teach based on my
observations. Assessment as learning will mostly occur by watching and listening for students
facial and verbal responses during our lessons. Particularly at this grade level assessment as
learning is something that is happening all the time. Finally, summative assessment will take
place on several occasions: when the students are completing their individual worksheets in the

last lesson, when the students are acting out a character, when the students are being audience
members for those auditioning or performing, and when the students are completing classroom
matching activities. The unique thing about grading students in the first grade is that many of the
different types of assessments overlap and the summative assessment isnt necessarily happening
in the last lesson with a project, a paper, or something of the like.
The great thing about this unit is that students are constantly engaged in tasks that serve a
real-world purpose. The students are acting, auditioning, listening for instrument timbres,
musical themes/patterns, and learning to be good audience members. Along with tasks serving a
real-world purpose, each activity that the students are doing is slightly different, so each student
will have the opportunity to show the skills or knowledge in their own way at some point during
the unit. Some students might be outgoing and enjoy answering questions in a class setting, some
students may love acting or moving, and some students may be more introverted and enjoy
completing the individual worksheet. With the assessment that I will use all of the students
should be able to thrive in at least one or two of the assessment categories, or all of them.

ALTEC at University of Kansas. (2000-2008). In Rubistar. Retrieved April 18, 2015.1

This is a citation of the Rubistar website, which I used to create my unit rubric.