Assessment Plan 1

An Assessment Plan designed for Multiple Projects with Assessment Tools

Group 1:
Nickole Ragnott
Maria Hoyte
Renee Ramdial
Dahlia Patterson-Burton
Theona Jno. Jules-James
Deborah Howell

Tutor: Sonia A. Alleyne

Date: August 27, 2014

Assessment Plan 2
Introduction
This assignment is geared towards designing an assessment plan, along with activities
and assessment tools to assess the activities. The assessment plan was drafted to outline several
strategies that may be used to assess different projects at three different intervals (before, during
and after assessment). To assess a project, simply means to evaluate the objectives of the plan;
this is to ensure that the objectives of the plan are achieved. While making an assessment, a rate
or score is usually given. As cited from the Glossary of Education Reform, Great School
Partnership (2013) stated that assessment refers to the wide variety of methods that educators
use to evaluate, measure, and document the academic readiness, learning progress, and skill
acquisition of students.

Assessment Plan 3
Assessment Plan
Period
Before

Assessment
Brainstorm and
Discussion

KWLH

Project Plan Checklist

During

Journal

Conferencing

Observational
Checklist

After

Presentation/project
rubric

Reflection

Purpose and Process

Done at the beginning of a project to spark curiosity,
introducing the project and to discover how much the
students know about the topic. This strategy can be
assessed by a graphic organizer (concept map).
This is also a graphic organizer (chart/table) that allows
students to identify what they know, what they want to
find out, what they have learnt and how the new
information/skill was learnt.
It is a checklist that guides the teacher throughout the
project. It serves as an instrument to stay on task.
The student evaluates their thoughts and ideas about the
project as well as records challenges or difficulties they
may encounter. They can also think through processes
and discard or select ideas based on feasibility. The
teacher uses critical thinking rubrics for the purpose of
assessing content knowledge as well as higher order
thinking skills. It is also used to provide the students
with necessary feedback and to modify future lessons to
address areas of concern or uncertainty.
Students clarify areas of uncertainty and request
feedback from the teacher. The teacher clarifies areas of
uncertainty, assess individual progress and
development of content knowledge and skills
Students assess themselves and their peers
collaboration skills in relation to the project. Teachers
assess group dynamics and use the information as a
reference point during conferences.
Students use the rubric to guide them through the
research and presentation phases of the project. The
teacher uses the rubric to assess content integration and
oral presentation skills.
Students ponder on the project they have completed.
Here the teacher will collect data on students' strengths,
interests, needs and preferences. This will enable
her/him to improve on future projects. Reflections help
students develop critical thinking skills, give them
responsibility for their own learning and let them
monitor and reflect on their own progress.

Assessment Plan 4
Assessment Methods to be Used Before the Start of the Project
The following curriculum standards have been selected to act as the foundation of the project:

Standards from the Curriculum

Mathematics
-

Understand the use of measurement (metric system)

Identify the different units of measurement

Be able to compare and convert the different units of measurement

Apply knowledge to solve mathematical problems.

Music
-

Identify things that can make sounds

Compare the dynamics of sounds

Before embarking on any project the teacher must first gauge student readiness and content
knowledge. The assessment methods best suited for this task are Brainstorm and Discussion,
KWHL chart and Project Plan Checklist. These methods would provide the Teacher with
essential information and assist in modifying lessons to suit areas that may need more or less
attention.

Brainstorm and Discussion

Like any new concept in a subject, the teacher is expected to prompt students in order to
discover how much does the students know about the topic/concept; this approach is also taken
when introducing a project to the students. This introduction can take several forms, for example:

Assessment Plan 5
brainstorming and then discussion. The teacher would have posed a general question to students
and from their responses, the questions would get more specific. Since the project based
approach is centered on one such skill, collaboration, students would have been seated in their
groups to facilitate collaboration. As the question is posed about the concept, students will
brainstorm information regarding the concept.
According to the Merriam-Webster Dictionary (2014), brainstorming is defined as a
group problem-solving technique that involves the spontaneous contribution of ideas from all
members of the group. Brainstorming is the ability to recall information that was learnt
previously. Students in the group will use this technique to bring different views, opinions,
experiences and suggestions to the concept. It is then considered to be an essential activity to get
started with any concept. As cited from Brian Tracy International, Tracy (2013) wrote that
brainstorming stimulates incredible ideas which could provide a solution needed. He commented
that the more ideas generated on a regular basis will enable a group to accomplish goals faster.
Tracy continued to explain that in modern society ideas are the most valuable tools of
production.
It is only wise that during brainstorming, notes are taken for future references and also to
remember what was discussed. The perfect assessment tool is a graphic organizer. A graphic
organizer allows individuals to manage information in a sequential manner. To assess this
information, a concept map can be used. As cited from the Reading Rocket website, A concept
map is a visual organizer that can enrich students' understanding of a new concept. Using a
graphic organizer, students think about the concept in several ways. Most concept map
organizers engage students in answering questions such as, "What is it? What is it like? What are

Assessment Plan 6
some examples?" Concept maps deepen understanding and comprehension (WETA Public
Broadcasting, 2014).
For example, students are working on a Mathematics activity: measurement, with the
essential question being How can we apply measurement to everyday activities?. Students will
have to brainstorm ideas to define measurement, the importance of measurement, what are some
things we can measure, what are the different units of measurement and what do we use to take
measurements. While the discussion takes place, a concept map can be drafted to organize this
information. While a concept organizes brainstorm activity, during the discussion questions are
asked which will assess the brainstorm activity.

What is
measurement?

How can we take

measurement?

How important is
measurement?

Measurement

What are the

different units of
Measurement?

What are some

things we can
measurement?

Figure 1: Concept Map for brainstorming and discussing

Assessment Plan 7
KWHL chart
The KWHL chart is also another method of introducing a new concept or introduction to
a project. This chart can be used as a formative assessment throughout a project; can be done at
the beginning, middle or end. This form of chart is also a graphic organizer for ideas towards a
specific concept. The KWHL (Know-Wonder- How-Learn) chart is a type of chart, a graphic
organizer that help the student organize what they know and what they want to learn about a
topic before and after the research is done (EnchantedLearning.com, 2013). The article
continues to explain that as students prepare this chart, it assists with research (reading),
reviewing what has been learnt, aides in getting new information and allows the students to write
about what they have learnt.
For example, students are working on Music project and the essential questions states,
How does sound exists around us?. Students will draft the KWHL Chart to layout their ideas
and to identify what new information is needed to complete the project. They would begin with
the first column and list all that they know about sounds, then state what they want to learn, how
they will acquire this new knowledge and then explain what they have learnt.

What do I know about

What do I want to

How will I learn this

the sounds?

know?

new information?

1. Sounds are

What causes sounds

Experiment, research,

Sounds are caused by

discussion

vibrations.

everywhere.

What have I learnt?

Assessment Plan 8

Figure 2: KWHL chart

Project Plan Checklist

Assessment Plan 9
Assessment Methods to be Used During the Project

The following curriculum standards have been selected to act as the foundation of the project:
Create and Maintain a Container Garden.

Standards from the Curriculum

Social Studies
-

Prepare a suitable container garden for planting;

Cultivate crops;

Keep simple records related to crops grown;

Science
-

Define the term soil;

Discuss the importance of soil in plant growth;

Discuss why composting is a practice that should be encouraged;

Describe how a compost heap is established;

Construct a compost heap as a strategy for waste disposal;

Mathematics
-

Select and use appropriate tools and units of measurement (cm, in, m, lbs, gs, kgs)

Find the perimeter, area and capacity of specified containers and spaces
Language Arts

Use language appropriate to context

Assessment Plan 10
-

Present information clearly, concisely and adequately

Contribute to group discussion

Listen responsively and respectfully

Explain how something is done in written format

Sate why something happens in written format

Define and sequence information needed to carry out a procedure

Journals
Journal entries are an important step in any project as they are a collection of the
students activities, thoughts, feelings and goals related to the project, expressed in their own
words. As a result, project goals such as: create and maintain a container garden, create a
compost heap from appropriate materials, use your compost for the purpose of fertilizing your
garden and create a working model of a garden, should be clearly identified in their entries.
Shavelson 2001, supports this view as he defines journals as a written account of what
students do in their class and possibly, of what they learn (Richard . J. Shavelson, 2001). He
considers journal assessment to be a quick and discreet method of gauging the students content
knowledge on both an individual and group level. As a result he sees it as an invaluable tool for
providing information on what students have learnt.
Journal entries allow students greater involvement in their learning process as well as the
chance to reflect on and explain their thoughts, solve problems and develop critical thinking
skills. As a result 21st Century skills such as life and career skills, learning and innovation and
information, media and technology skills should develop and be enhanced over the duration of
the project.

Assessment Plan 11
They also allow teachers greater insight into the fears and challenges students may
experience but are unwilling to share in the general class discussion. These entries allow teachers
the opportunity to modify future lessons to accommodate and address individual challenges they
would have otherwise not known about.
Once teachers have bought in to this useful method of assessment they need to ensure
that it is thoroughly integrated into the project or lesson and not just a record of the days events.
There should be evidence of reflection on the curriculum framing questions such as the essential
question: Can I grow most of the food that I eat? Unit questions such as: How can I create a
garden that doesnt require a lot of space? and What design can I use for a garden that is easy to
maintain? should be evident in the students entries on research and in their reflections on
problem solving. Finally content questions such as: What items can be used to create a container
garden?, What soil type is optimum for plant growth?, What plants are best suited for a
container garden? and What items can be used to create a compost heap? should motivate a
large percentage of the students entries.
Journal prompts are extremely helpful as they provide a framework for the students
thoughts and keeps them focused on their reflections. In addition teachers can get more
information from the students about their content knowledge and critical thinking skills.
Prompts such as What activity di you find most enjoyable and why? help students
develop an opinion on the subject matter. What challenges did you encounter and how did you
handle them? is a prompt helps students to think critically about a problem. What do you think
you could have done differently to make the activity more successful and why? combines
multiple areas whereby students must give an opinion, hypothesize and think critically to solve a
problem with a real world connection. To encourage students to reflect on topical issues,

Assessment Plan 12
evaluate their feelings and use content knowledge to make a final statement, prompts such as this
example can be used: Do you think your project can make a positive difference in your
community?
Journals can be easily modified to suit any project. This adaptability makes it a ready
source of information and feedback for teachers and students alike. By including prompts in the
students journals a student friendly journal is created. As a result students are informed about
what information is required for each entry and are therefore better equipped to meet
expectations and criteria for assessments.
For example students can be asked to complete the following activity as a part of a project.
The instructions for creating the journal are listed below followed by a sample page from the
students journal. A self assessment journal checklist is also included to assist the students in
creating productive journal entries. The rubric which the teacher will use to assess the students
entries completes the activity.
1. Compile a journal using the prompts to guide you in recording your personal ideas and
observations about the process of creating and maintaining container garden.
2. Be sure to include any questions you may have as well as results or information you have
discovered along the way.
3. Always include what you think will happen next or as a result of an action or change that has
occurred.
4. Your sketches, diagrams and graphs are also important so please dont leave them out!

Assessment Plan 13
How to create and maintain a container garden.
Date:
What are my ideas about the
project this week? Feelings and
thoughts about the progress of
the garden; new challenges or
goals.
What new information did I learn
this week about my project?
Ideas or information from
research and interviews.
What did I observe about the
garden? Plant growth, changes in
the soil (texture and colour),
insects, general look of the
garden.
What changes or additions have
occurred in the garden? Use of
compost, irrigation system,
pesticides, aerating the soil.
What do I think will happen as a
result of these changes?
Predictions and expectations
related to changes or additions.
What questions do I need to ask
resource persons? Ideas, changes
or observations I need to know
more about.
Sketches/ Diagrams/ Graphs

Assessment Plan 14
Self assessment Checklist for journal entries on recyclable
container garden
My statements show that I understand all of
Content
the concepts and vocabulary related to my
topic.
I accurately record all required activities.
Record
keeping
Drawings
Legibility &
Daily Entries

Yes

No

Required drawings are large, labeled correctly

and have important details.
My handwriting is usually clear. I have my
notebook ready every time it is required.

The students journal entries can then be assessed using the following rubric.
MARKING
RUBRICS
Reflections:
Integrates learning
into real-world
experiences and
thinks critically.

Presentation:
Articulation and
organization of
ideas and
perspectives

Excellent
10
Demonstrates
reflection and
critical thinking.
Integrates acquired
knowledge and
concepts. Develops
creative solutions.

Proficient
7
Shows some ability
to relate acquired
knowledge to
previous
experiences.
Attempts to analyze
the information from
different
perspectives.
Writing stays on
Information is
topic. Information is clearly stated. Ideas
well defined and
are not completely
explained. Ideas are sequenced/
sequenced,
developed /
developed and,
perceptive.
perceptive.

Concrete
Journal entries are
Completeness:
Incorporation of the connections
generally connected.
journal entries into between journal
The learning process
a whole,
entries into a whole; is mostly evident.
demonstration of The learning process
the learning process can be clearly
followed.

Average
4
Describes
events. Limited
use of various
perspectives in
analyzing the
issues.

Poor
1
Descriptions of
content
knowledge. No
evidence of
reflection beyond
the descriptions.

Information is Information is
unclear. Ideas
simply reproduced.
are not properly Ideas are muddled.
sequenced/
developed

Weak
connections
between journal
entries. The
learning process
is difficult to
observe.

No connections
between journal
entries. The entries
are descriptions of
events. No
observable
learning process.

Assessment Plan 15
Total

/30

Grade

B C

Assessment Plan 16
Assessment Methods to be Used After the Project

Standards from the Curriculum

Language Arts (Listening and Speaking)
-

Uses speaking and listening skills to communicate effectively

Uses Oral communication

Reporting events accurately

Use correct Intonation, rate, vocabulary and expression

Use Standard English rules and language appropriate to context

Objectives/ Class: 4 (Ages 10-11)

-

Listen for and present details effectively

Speak clearly and audibly

Use language appropriate to context

Present information clearly

Speak fluently in recounting experiences

Science

Be more aware of the usefulness of science to man;

Possess the ability to record information in a variety of ways e.g. graphs, models, drawings
and paintings;

Hone and employ critical thinking skills;

Employ activities which foster student collaboration and co-operation;

Objectives/ Class: 3(Ages 9-10)

-

Discuss the usefulness of trees, herbs; vines and shrubs to man;

Assessment Plan 17
Newscaster Oral Presentation Rubric

Deborah please to discuss/define what is a newscaster

oral presentation rubric, its purpose and importance.
Please take notes of what we have done above.
Students individually perform the role of newscaster using information gathered on
camcorder/digital camera from a field trip to Sustainable Barbados Recycling Centre (SBRC).
The information collected should highlight the importance of recycling in contributing to the
management of Solid Waste in Barbados. The role and functions or SBRC should also be
outlined in the presentation. The teacher will use the Oral Presentation Rubric at the end of the
project to gauge students ability to make an oral presentation effectively to their peers. The
presentation should incorporate information collected on the field trip.

Content

Beginning

Supporting
facts

Newscaster Oral Presentation Rubric

4
3
2
The content in
The content in
The content in
the presentation the presentation the presentation
is very relevant is relevant to its is of little
to its purpose.
purpose.
relevance to its
purpose.
The beginning
The beginning
The beginning
of the
of the
of the
presentation
presentation
presentation
was very
was effective in was not very
effective in
capturing the
effective in
capturing the
audiences
capturing the
audiences
attention.
audiences
attention.
attention.
The presenter
The presenter
The presenter
used facts to
used facts to
did not use
support the
support the
facts to support
main idea very main idea
the main idea
effectively.
effectively.
very
effectively.

1
The content in the
presentation is not
relevant to its
purpose.
The beginning of the
presentation was not
effective in capturing
the audiences
attention.

The presenter used

facts to support the
main idea.

Assessment Plan 18
Ending

The presenter
used the ending
to summarize
relevant facts
very
effectively.

The presenter
used the ending
to summarize
relevant facts
effectively.

Voice

The volume
and pitch of the
presenters
voice was very
impactful.
The presenter
made very good
eye contact
with the
audience.
The presenter
used words and
grammar very
effectively.

The volume
and pitch of the
presenters
voice was
impactful.
The presenter
made good eye
contact with the
audience.

Eye Contact

Use of
language

The presenter
used words and
grammar
effectively.

The presenter
did not use the
ending to
summarize
relevant facts
very
effectively.
The volume
and pitch of the
presenters
voice was not
very impactful.
The presenter
did not make
very good eye
contact with the
audience.
The presenter
did not use
words and
grammar very
effectively.

The presenter did not

summarize the
relevant facts at the
end of the
presentation.

The volume and pitch

of the presenters
voice was not
impactful.
The presenter did not
make eye contact
with the audience.
The presenters used
incorrect grammar
and inappropriate
words.

Poster Rubric

Deborah please to discuss/define what is a poster

rubric, its purpose and importance. Please take notes
of what we have done above. Remember to add your
references. Thank you
In groups of 3, students will create a Poster entitled The usefulness of trees, herbs,
shrubs and vines to man. The poster will be completed after a period of instruction on the same
topic. Students will collect information after making observations during nature walks,
conducting research and viewing a video on the same topic.
The Poster Rubric will be used at the end of the project by the teacher to gauge students

Assessment Plan 19
understanding of the usefulness of trees, herbs, shrubs and vines to man, the degree to which
students were able to record the information accurately, to present the information creatively
and to collaborate with group members effectively to produce the final product.

Poster Rubric

Volume of
Content

Presentation of
poster

Creativity

Accuracy of
information

Group work

4
The poster
contains an
adequate
amount of
information to
demonstrate an
understanding
of the
usefulness of
trees, herbs,
shrubs and
vines to man
The poster is
very impactful
and effective
in attracting
the attention of
students

3
The poster
contains some
information to
demonstrate an
understanding
of the
usefulness of
trees, herbs,
shrubs and
vines to man

2
The poster
contains an
little
information to
demonstrate an
understanding
of the
usefulness of
trees, herbs,
shrubs and
vines to man

1
The poster
contains
information that is
irrelevant to the
understanding of
the usefulness of
trees, herbs,
shrubs and vines
to man

The poster is
impactful and
effective in
attracting the
attention of
students

The poster is not

effective and does
not attract the
attention of
students

The poster was

presented in a
very creative
manner
All of the
information
presented was
very accurate

The poster was

presented in a
creative
manner
Most of the
information
presented was
accurate

The poster is
not very
impactful and
effective in
attracting the
attention of
students
The poster was
showed little
creativity

The information
presented was
inaccurate

All group
members
contributed to
the creation of
the poster

Some group
members
contributed to
the creation of
the poster

The
information
presented was
not very
accurate
One group
member
created the
poster

The poster showed

no creativity

The group did not

present the poster
as a group

Assessment Plan 20
The standards, objectives and activities were aligned with the syllabi produced by the Ministry of
Education, Barbados.

Assessment Plan 21

References
Chan C.(2009) Assessment: Reflective Journal, Assessment Resources HKU, University of
Hong Kong [http://ar.cetl.hku.hk]: Retrieved August 22, 2014
EnchantedLearning.com (2013). Graphic Organizers: KWHL charts. Retrieved August 24, 2014,
from, http://www.enchantedlearning.com/graphicorganizers/KWHL/
Great School Partnership (21 October 2013). Assessment. Retrieved August 25, 2014, from,
http://edglossary.org/assessment/
Merriam-Webster, Incorporated (2014). Brainstorming. Retrieved August 24, 2014, from,
http://www.merriam-webster.com/dictionary/brainstorming
Shavelson, R . J (May 15 2001)On Formative Assessment With Student Journals
Sundberg, M.D (2002) Assessing Student Learning by Retrieved August 22, 2014 from
http://olc.spsd.sk.ca/De/PD/instr/strats/journal/index.html
Tracy, B. (6 September 2013). Brainstorm Techniques and Creative Thinking. Retrieved August
24, 2014, from, http://www.briantracy.com/blog/business-success/brainstorming-techniquesand-creative-thinking-thinking-outside-the-box-problem-solving-skills/
WETA Public Broadcasting (2014). Concept Maps. Retrieved August 24, 2014, from,
http://www.readingrockets.org/strategies/concept_maps