Assessment Plan

Outline
The assessment plan implemented in this unit takes place during every lesson taught.
Each lesson was designed to provide students with the tools to meet the learning goals for the
unit. The lessons in the unit have been aligned to the learning goals in a table that illustrates the
assessments that were implemented before, during, and after instruction.

Modes of Assessment
Multiple modes of assessment are implemented throughout the unit to allow students to
demonstrate their understanding in a variety of ways. Examples of assessment that are utilized in
the unit are, observation, written tasks (individual and group), drawing, student self-assessment,
oral communication (teacher/student and student/student), and individual assessments (pre and
post).

Scoring Procedure
Throughout the unit, a gradebook was kept to determine how students were progressing
through the unit. The gradebook indicated what the assignment was and how it would be graded.
Grading consisted of does not meet, partially meets, meets, and exceeds or a checkmark to
indicate completion or participation. The gradebook monitored assignments as well as students
who were absent or did not complete their work. During the unit, a simple rubric was created to
assess student work consistently throughout the unit. If there are patterns with missing work, the
teacher will address those patterns appropriately, making sure the students have the support they
need to succeed and access the information. All student work during the unit was collected,
graded, and recorded into the gradebook. A generalized rubric was created to grade student
assignments (see Grading Rubric below).

Student Self Assessment

Students were given different opportunities to reflect upon and self-analyze their work
and their understanding. Allowing students to become familiar with metacognition is a very
important skill. Students were asked to self-assess after some lessons to think about if they had
met the learning objective for the lesson. Students were also asked to self-assess on their
vertebrate classification notebook. Students were given the classification notebook to help them
monitor their work. Students were asked to write in full sentences, use capitalization and
punctuation, and produce quality illustrations that enhance their learning and the overall
Vertebrate Classification Notebook.

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Instructional Adaptations
The various assessments were designed to assess learning of each individual learner,
before, during, and after each lesson. Assessments were conducted in multiple ways, including
observation, written tasks (individual and group), drawing, student self-assessment, oral
communication (teacher/student and student/student), and individual assessments. Students were
able to demonstrate their understanding through conversation with peers or the teacher, note
taking, written assignments, and contributions to classroom discussions. Adaptations were
implemented throughout instruction to allow each student to demonstrate their understanding to
the best of their ability. Adaptations included extra time to complete assignments, frequent and
individualized check-ins with specific students, reviewing instructions, displaying and revisiting
student learning targets, and PowerPoint presentations.

Assessment Plan Table

Lesson Learning Goal Assessment Type Assignments

Pre-Assessment Learning Goal #1 Pre-Assessment Teacher created a two

Learning Goal #2 page check-in to
Learning Goal #3 allow students to
demonstrate prior
knowledge on
vertebrates.

Lesson 1 - Learning Goal #1 Formative - Teacher observed

Introduction Learning Goal #2 students during class
Learning Goal #3 - Class discussion discussion and during
- Group discussion envelope activity.
- Envelope - Students completed
investigation an exit ticket at the
- Exit ticket end of the lesson to
demonstrate
understanding of
learning objectives.

Lesson 2 - Learning Goal #1 Formative - Teacher observed

Mammals Learning Goal #3 students during class
- Mammal discussion and lesson
observation, group activities.
discussion - Students completed
- Class discussions an exit ticket at the
- Classification notes end of the lesson to
- Exit ticket demonstrate

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 understanding of
learning objectives.
- Students complete
vertebrate
classification
notebook page.

Lesson 3 - Learning Goal #1 Self-Evaluation - Students were asked

Reptiles Learning Goal #3 to self-evaluate using
- Rate understanding thumbs up, thumbs
using thumbs. down, thumbs
sideways to indicate
mastery of learning
objectives.
Formative - Teacher observed
students during class
- Hook activity (How discussion and lesson
long have reptiles activities.
been around? Why?) - Students complete
- Group discussion vertebrate
- Class discussion classification
- Classification notes notebook page.

Lesson 4 - Learning Goal #1 Formative - Teacher will

Birds Learning Goal #2 observe students
Learning Goal #3 - Review of reptiles during class
- Introduction to birds discussion and lesson
activity, comparing activities.
traits - Students will
- Video verbal complete an exit
reflection ticket at the end of
- Class discussion the lesson to
(compare bird demonstrate
adaptations) understanding of
- Classification notes learning objectives.
- Letter to Mikey - Students complete
who missed class vertebrate
classification
notebook page.

Lesson 5 - Learning Goal #1 Formative - Teacher will

Fish Learning Goal #3 observe students
- Slideshow during class
discussion discussion and lesson
- Synthesize activities.

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 information from - Students will
book complete an exit
- Classification notes ticket at the end of
- Exit ticket the lesson to
demonstrate
understanding of
learning objectives.
- Students complete
vertebrate
classification
notebook page.

Lesson 6 - Learning Goal #1 Pre-Assessment - At the beginning of

Amphibians Learning Goal #2 class students
Learning Goal #3 - Brainstorm about brainstorm what they
amphibians already know about
amphibians and their
traits.
Formative - Teacher will
observe students
- Group observation during class
notes discussion and lesson
- Group discussion activities.
- Video verbal - Students will
reflection complete an exit
- Classification notes ticket at the end of
- Exit ticket the lesson to
demonstrate
understanding of
learning objectives.
- Students complete
vertebrate
classification
notebook page.

Lesson 7 - Learning Goal #1 Formative - Teacher observed

Review Learning Goal #2 students during the
Learning Goal #3 - Observation of work independent working
completion time to ensure that
- Online scavenger students are focused
hunt and producing quality
- Individual student work during the
check-ins lesson.
- Teacher collects
handout at the end of

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 the lesson and assess
student learning by
completion and
quality of answers.

Unit Assessment Learning Goal #1 Summative Students take a final

Learning Goal #2 assessment to
Learning Goal #3 demonstrate their
understanding of
vertebrates and their
classifications.

Grading Rubric

Grade Abbreviation Criteria

Exceeds E or 4 Accurate content, student went above and beyond

assignment requirements.

Meets M or 3 Accurate content, minimal (one or two) misconceptions and

student completed assignment requirements.

Partially Meets PM or 2 Content is present, but not 100 percent accurate or student
did not complete all assignment requirements.

Does Not Meet DNM or 1 Limited content, not 100 percent correct, student did not
complete all assignment requirements.

Check-Mark Student completed and turned in their work.

Absent A Student was absent for the lesson.

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