S.

Jillings, 1

Assessment Plan
Outline:
My assessment plan takes place over the course of all lessons taught the pre-assessment
and lessons one through five. Each lesson is connected to at least two of the three learning goals,
which can be seen in the table below. The table also includes assessments conducted before,
during, and after each lesson.

Modes of Assessment:
Multiple modes of assessment are used throughout the pre-assessment and five
consecutive lessons. These modes of assessment vary depending on what the lesson is and what
students needs are and allow them to demonstrate their comprehension in multiple ways.
Specific modes of assessment used are: observation of discussions and responses (whole group,
small pods, or individual), sharing out perspectives and ideas, drawing/visuals, student self-
assessment using traffic light cards, conferencing each day, goal setting, written tasks (individual
and group collaboration), oral communication, questioning, and comparing.

Scoring Procedure:
Throughout the pre-assessment and five lessons, students were scored using a rubric. The
pre-assessment rubric looks slightly different and focuses of scoring students based on the
common core standard aligned. This specific rubric can be found below, as well as a general
rubric used for the five consecutive lessons. The rubric would be different for each lesson;
therefore, it is left vague for these purposes. The students were graded based on whether they did
not meet, partially met, met, or exceeded the learning targets of the lessons. These four
proficiencies match those of the pre-assessment as well.

Student Self-Assessment:
Students were given many opportunities to self-assess and reflect on their learning. They
were expected to keep learning goals updated and implemented in their writing. These goals
were discussed during conferences. During group or independent work, students self-assessed
using a procedure we call traffic light. Each student had three laminated cards one green,
yellow, and red. Students indicated they were all set if they showed green, that they were
struggling but were using their resources to figure it out on yellow, and that they had exhausted
all resources, had a specific question to ask, and needed to be approached by the teacher on red.
During lessons, students were reflecting and assessing their knowledge of demonstrations and
mini-lessons provided through creating visuals and using them in their writing.

Instructional Adaptations:
Adaptations for individual students were made throughout the lessons. These adaptations
were made depending on student needs as they emerged. Examples of these adaptations include,
extra time to finish a piece of writing (usually during academic support period), restating
directions and procedures, directions and examples given through whole-group instruction and
then given to individual students if needed, breaking down learning targets through small-
discussions and then larger ones, reviewing learning targets throughout lessons, and displaying
examples and demonstrations on the document reader throughout entire lessons.
 S. Jillings, 2

Rubrics

Student Name: DNM PM M E

Limited content, Content is Accurate Accurate
not 100% present, not content, a few content, above
accurate. 100% accurate. misconceptions. and beyond
requirements.
= The student completed and turned in their work.
A = The student was absent for the lesson.
Notes:
 S. Jillings, 3

Assessment Plan

Lesson/Learning Assessment Type Tool Scoring Procedure

Goals
Pre-assessment Pre Write an essay Rubric
Narrative Craft Formative Written feedback
Goals 1, 2, 3 Oral feedback
Lesson 1 Pre Oral questioning Rubric
Annotating Formative Conferencing Oral feedback
Goals 1, 2 Self Write an essay
Demonstration
Goal setting
Non-verbal (cards)
Lesson 2 Pre Label Diagram Rubric
Generating Topics Formative Oral questioning Oral feedback
Goals 1, 2 Self Conferencing
Write an essay
Demonstration
Non-verbal (cards)
Lesson 3 Pre Label Diagram Rubric
Memory Moments Formative Oral questioning Oral feedback
Goals 1, 2 Self Conferencing
Write an essay
Demonstration
Non-verbal (cards)
Lesson 4 Pre Oral questioning Rubric
Point of View Formative Conferencing Oral feedback
Goals 1, 2, 3 Self Write an essay
Demonstration
Brainstorm responses
Non-verbal (thumbs)
Lesson 5 Pre Label Diagram Rubric
Memory Moments Formative Oral questioning Oral feedback
Goals 1, 2, 3 Self Conferencing
Write an essay
Demonstration
Non-verbal (cards)
Review of week Formative Short-answer Exit slip on google
Summative responses classroom