The pre and post assessment for this whole unit is aligned nicely with my

objectives and goals for the unit. These objectives/ goals are talked about in great
detail in section three of this teacher work sample. The breakdown of the test
questions are as follows: Questions 1, 3,8,13, and 14 will all focus around the cell
membrane objectives and goals. The objective is that my students will be able to
diagram the structure of a cell membrane and explain how this structure leads to
the function of a cell membrane. All of these questions revolve around the structure
and function of the cell membrane. These questions will progress in difficulty until
the students are finally asked to diagram a cell membrane in question 14, which is
exactly what my objective for cell membranes is.
The next part of the test is going to be questions revolving around Passive
Transport. These questions are 2, 5, 6, 10, 11, 12 and 13. Related to this topic are
questions about Active Transport these questions are 4, 9, and 13. Similar to the
other questions during the exam all these questions will be leading up to answering
my objective question for this section. This question is number 15 where students
are asked to describe how osmoregulation helps organisms live in their
environment. Again this is aligned exactly with my objective for this section of the
unit. The objective is that I want students to compare and contrast active and
passive transport and explain how these two processes lead to homeostasis in an
organism.
My literacy objective is also covered directly in the assessment. Question 13
is asking students to breakdown large scientific words into their roots to identify the
meaning of the word. This is my literacy objective for the unit and is aligned exactly

on this exam. Question 13 is asking the students to break the listed words down into
their root and then tell me what the word means which is my literacy objective for
this unit.
The math objective is not addressed during the assessment. The students will
have an activity to address interpreting graphs and creating graphs so it is absent
from the pre and post assessment. The activity did cover my objective and
demonstrates my students ability to create graphical representation of collected
data during a lab about half way through my unit.
There are a variety of informal techniques that I will be using throughout this
unit. The primary informal technique that I will utilize is questioning. This is a great
way for me to find out exactly what students know and dont know. It also provides
me with the chance to scaffold my questions, making them higher and higher order
questions. Another informal technique that I am going to use throughout the unit is
asking students how they feel about a topic. The students respond with a thumbs
up, down or sideways to signal to me how comfortable they feel about a topic. I will
also use a Plicker quiz on the internet to ask quiz like questions to check for
understanding. This will give me instant feedback on how students are doing. We
create 3-D models during one lesson, which will give me the opportunity really push
students in their thinking since they had a model to reference during my
questioning. All of these techniques allow to me gauge student understanding and
address any misconceptions prior to a formal assessment of the material.
I will be using various formal assessment tools throughout the unit. The first
formal assessment that students will be partaking in are daily warm ups. The warm
ups will either be used as a review from the lesson before or as an introduction of

new material. The second formal assessment that I will be using is students will
work in small groups to complete a lab over Passive Transport, particularly Osmosis.
This lab will help students understand and see the movement of water into or out of
a gummy bear. This will let students make connections with the material being
studied by working with it hands on and recording the results that they observe.
This formal assessment will also be addressing my math standard. Students will be
collecting data and will be expected to generate a graph based on the data that
they collect during the lab. Prior to the start of the lab we will review how to make a
graph and what four aspects need to be found in all graphs. Students will also take
a quiz over the material that we have be cover a lesson or two before the exam.
This will give me a guide to cover during the review lesson. I can cover any
misconceptions before it is too late for the students.
I plan on using a couple different techniques for assessing every lesson. I will
usually ask some question about what we are learning at the beginning of class, and
we will discuss this question so the students have the right answer. I will repeatedly
refer back to this question throughout the lesson. I will be trying to gauge two
things by doing this. One, how quickly are the students answering the question and
two, how many of them are answering the question. By the end of the class I am
expecting all students to be answering very quickly and correctly. Another technique
that I will frequently use is that I will ask the students a question at the end of class
how comfortable they feel about their ability to perform the task listed in the
objective. Students will either respond with a thumbs up, down or sideways to
indicate their answer. I would then call on a student at random and ask them what
they did not understand from the lesson. As a class we will then discuss the area of
trouble to try and help the student that was stuck on something understand their

trouble point. This would be repeated one or two more times, as time allows.
Another assessment tool that will be used is Plicker, which is a quizzing app that
allows both the students and teacher to get instant feedback on results. Students
are shown a question on the projector and then proceed to answer the question with
a QR code. This code is scanned by the instructor and answers are recorded. This
program also allows students to answer quiz like questions quickly in class. It will be
utilized at the end of a lesson to check for student understanding over material that
was covered in the lesson.
Finally the summative assessment for this unit will be a unit exam covering
all material that needs to be covered to meet the objectives of the unit talked about
in section three of this teacher work sample. This final exam is the exact same test
that students already took before starting the unit.