Assessment Profile

Austin Lewandowski
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Content

Part 1:

1) Purpose and Principles of Effective, Quality Assessment………………………………4-6

2) Assessment Beliefs Statements…………………………………………………………6-7

Part 2:

3) Purpose and Principles of Effective Grading…………………………………………9-11

4) Grading Beliefs Statements…………………………………………………………..11-13

Part 3:

5) Purpose and Principles of Effective Data Use……………………………………….15-16

6) Data Beliefs Statements………………………………………………………………….16

Part 4:

7) Communication Plan…………………………………………………………………18-24

Part 5

8) State Standards and Expectations…………………………………………………….26-27

9) Formal Summative Assessment……………………………………………………....27-40

10) Interim Assessments……………………………………………………………...…..40-47

11) Formative Assessments………………………………………………………………47-48

References……………………………………………………………………………………49
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Part 1:
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1) Purpose and Principles of Effective, Quality Assessment

Assessment in the realm of education is not a term that is easily defined. To the outside

world, assessment is just that: assessing one’s work or being (Assessment, 2018). However, to an

educator assessment raises many questions. What is the purpose of assessment? Who or what is

being assessed? How does one assess properly? How will this be used in the classroom?

In general, the purpose of assessment is tightly connected to how the data is communicated.

For instance, a grade for a specific test can be communicated to the student as continued

feedback or a final grade. That same score can be given to a parents or administration to show

learning or lack of learning. More so, the score can be added to other scores of past students to

find trends and inform future decisions. A single score can be used in many cases. The purpose

of assessment depends on how it is communicated and what type of assessment is being utilized.

Again, the purpose of assessment also depends on the type of assessment. In other words,

each type of assessment has its own purpose. In general, there are formative, interim, and

summative assessments. Formative assessments are used for quick information and feedback

(Wisconsin Department of Public Instruction, 2010). The teacher quickly assesses the students to

know where to go next. Have the students mastered the material? Does this topic need to be

retaught or is it understood? Formative assessment also allows the teacher to monitor the

students’ progress (Wisconsin Department of Public Instruction, 2010). With the use of

portfolios or running records, the teacher and student alike can compare where they are to where

they want to be. If the student and teacher know the end goal, then they will be able to verify if

they have or have not reached it. In all, formative assessment revolves around feedback.

The purpose of interim assessments mimics the monitor aspects of formative assessments.

Again, with the use of running records and tests and quizzes, interim assessment quantifies

learning. Using data gives all involved the opportunity to track student progress (Wisconsin
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Department of Public Instruction, 2010). Instead of a subjective opinion, a number can be

compared to previously made benchmarks or standards. This comparison communicates where

the student is currently at. So, one of the main purposes of interim assessments is to

communicate with data.

The assessment type is summative assessment. The main purpose of summative assessment

is to give a cumulative look at a student (Wisconsin Department of Public Instruction, 2010).

With end of the year or unit tests, the score can be compared to the benchmarks in question. Did

the student meet the standard or not? Many times, summative assessments are used to track

classroom progress. It is a snapshot on how the class is doing, or has done, as a whole

(Wisconsin Department of Public Instruction, 2010). This data can then be communicated to

administration for future decisions on programs or professional development. To put simply, the

purpose of summative assessment is to communicate final numbers on a cumulative scale. To

use whole group data to inform decision making.

It is important to note that formative, interim, and summative assessment can be used in

many ways. That their purpose is not stagnate and usually falls into four categories: to plan,

support, monitor, and verify learning (Wisconsin Department of Public Instruction, 2010). Each

type of assessment is taken into consideration before, during, between, and after instruction. The

past data from summative assessments plans the first step or backbone of a lesson. Formative

assessment helps tweak the bone, adding a layer of muscle. Interim data peppers the system,

bringing needed information to the course of learning. Each type is needed and is used for all

aspects of learning.

To effectively utilize assessment, a balanced approach must be taken. This balanced

approach uses the multiple types of assessment that were previously mentioned as well as
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multiple strategies within each type. There must be a wide range of purpose and technique

(Wisconsin Department of Public Instruction, 2010). More so, a balanced approach aligned with

state and district assessments as well as utilizes work done in classroom assessment (Wisconsin

Department of Public Instruction, 2010). In other words, classroom data is used and compared to

state and district standards or benchmarks.

To actually use quality assessment, action must be taken. This action must be aligned with

the purpose as well. For example, if the purpose of an assessment was to determine a student’s

proficiency for the grade they are in, a summative expectation-based assessment should be

administered (Wisconsin Department of Public Instruction, 2010). There should also be many

opportunities for students to show their skill or knowledge on each assessment (Wisconsin

Department of Public Instruction, 2010). With using clear directions and grading outcomes,

assessment becomes even more purposeful and beneficial.

In all, assessment has many purposes and impacts. Much has to do with how assessment is

communicated and administered. If quality and balanced assessment is utilized, then the data is

more beneficial. Numbers are more accurate, and the course of the class or school can better be

determined. Using multiple assessment strategies and types is imperative to having quality

assessment; no matter the purpose.

2) Assessment Belief Statements

In my classroom, assessment will be constant. From formative checks throughout the lesson

to frequent quizzes, and interim projects, students will receive feedback continuously. One of the

main takeaways from the balanced system approach is the interim assessment. How will students

know how they are progressing if they are not tested or held accountable? How will the teacher

know where to head if not for checking progress? As such, many assessment forms and strategies

will be used in my classroom.

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First and probably most important is the frequent quiz. This quiz is a two-point assessment

that is taken almost every day over the previous day’s content. The answers are written down in

the student’s interactive notebook and acts as bellwork to get students on task. Once the short

quiz is completed, it can be checked by the student and discussed as a class. Depending on the

discussion allows the teacher to know where the class is on the previous day’s material and

where to head in the future. The quiz also pulls out the main points of the lesson and solidifies

learning by repetition. Thirdly, the students self-check themselves, allowing them to assess their

own learning. Did they know the content or not? What do they have to do to improve?

The up and coming state standards focus on inquiry and scientific thinking. They want

students to critically engage the world. Thus, partnering these standards with interim assessment

allows for a masterpiece. Using a similar pre and post test for each unit or section allows student

lead projects or experiments to act as interim assessment. To check for students’ learning

partway through a unit, projects can be done. This allows the state standards of inquiry and

experimentation to be met while giving feedback to students.

On the reverse, a single test at the end of the term or unit will not be a followed practice. This

does not give the student, teacher, or any others the ability to track progress. A single test does

not provide enough or useful information. There are also those with test anxiety or simply

perform better in other academic endeavors (Test Anxiety, 2016). Thus, many forms of

assessment will be used throughout the classroom.

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Part 2:
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3) Purpose and Principles of Effective Grading

Unlike assessment, the purpose of grades is simple; at least on the surface. Rather than

having a multitude of purposes, researchers generally agree that the purpose of grading revolves

around academic achievement of content knowledge (Allen, 2005). That the purpose of grades is

to reflect what the student knows about the content. Another agreeable point among researchers

is that grades are imprecise, varying greatly from teacher to teacher, and are not communicated

or received well (Guskey, Swan, and Jung, 2011). Grades are unreliable and subjective. Grades

are inflated or deflated and are a soup of behavior and effort scores rather than academic content

(Allen, 2005). As such, there are a few alternative ways one can grade. Simply using different

scales or techniques increases the validity of the score and communicates more precisely.

Each secondary student knows what it means to get a zero on an assignment. At first, the

zero hurts and embarrasses. Yet overtime, the negative feeling lessens and hopelessness or

uncaring sits in (Data Quality Campaign, 2016). Part of this revolves around the ineffectiveness

of the zero and how it can destroy a student’s grade. Many secondary teachers report a single

number or letter grade as mentioned before. This number is derived by averaging all individual

scores. Thus, when a zero is entered into the mix, it decimates the total average (Data Quality

Campaign, 2014). Even if scores are weighted, the zero destroys. More so, the scale from zero to

one hundred is skewed. Instead of having the average at fifty percent, the average is at seventy.

A passing score is usually around sixty points. This means that there are only forty points of

success compared to sixty points of failure (Data Quality Campaign, 2016). Thus, the general

needs to be revamped even though it is the easiest.

One way to steer away from simple mean score is finding the median score. If the median

score is found, one missing assignment does not significantly drop the grade. The median may be

a more accurate measure of student success because it focuses around most of the work. Another
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way to analyze data is the use of the mode. Finding what the student scores mostly, avoids

substantial grade decline for a single topic or test that was not mastered. Finding what the student

does mostly can be more accurate than average of all scores.

It is important to note that finding the range of summative assessments could be key. The

range communicates to the teacher, administration, parents, etc. the gap between the highest and

lowest score. It is easier to rank a student if the range is known. How far ahead is the student on

the continuum? Did all students do poorly in one section or class? How can programs close the

range of students?

A grading technique that is gaining traction is standards-based grading. This technique

measures academic proficiency based on well-defined course objectives or learning targets

(Varlas, 2013). In other words, students are graded directly based from the standards. Instead of

having a single cumulative score, number, or letter, a well-defined ranking is given. Instead of

receiving an A or B in a class, an ‘exemplary’ would be denoted. Students would be assessed for

proficiency in a specific area rather than given an arbitrary or meaningless number/letter. This

allows the grade to be effective rather than subjective.

Proper standard-based grading allows students to answer ‘where am I going, where am I,

what do I need to do to close the gap’ regarding their coursework (Varlas, 2013). To answer

these questions, feedback is given regularly and timely. It may mean that an instructor grades

less homework and focus on specific assignments. For homework is used for practice rather than

useful measurement. The time gained by not grading homework can then be used on effective

feedback (Varlas, 2013).

If the purpose of grading is to measure mastery, then allowing students to retake, or redo,

assignments is necessary. For a student learns the content best if it is learned from a mistake
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(Wormeli, 2011). The student will receive excellent feedback from the teacher and be able to

improve upon the previous work. This improvement is not simply doing what the feedback

suggests but taking responsibility for the learning. Again, students want to do well and allowing

retakes give them the chance.

In all, grading has a more direct purpose but a plethora of principles. Grading must be done

well to give proper feedback and meaningful grades. One can use the standard based grading to

help with the subjectivity issue and to limit the problem of the zero. One can also allow redos

and retakes to give students the opportunity to improve themselves and their score. Effective

grading produces effective people.

4) Grading Beliefs/Effective grading statements

As seen and known, the traditional way of grading is ineffective and troublesome. The zero

destroys the average and behavior should not be paired with academic achievement. Thus, a

hybrid system of mean and median will be used to grade students. Instead of simply taking the

average of all scores, the median will also be found. Then, the median and mean will be averaged

to produce a final score. This will rectify the issue of the zero or missed topics. Students will not

be entirely punished for a few low grades.

More so, the idea of redos and retakes is also appealing. If the goal is to learn content, then

correcting mistakes is the best way to learn. Homework assignments and tests will always be

redone if the student is willing to put in the work. When it comes to projects however, that will

go case by case for ample time will be given to complete certain projects or labs. Some labs may

not even be able to be made up. The point of the matter is, if a student is willing to put in work,

then they will earn points for it. It is in this way that students will earn their grade rather than

receive an arbitrary score.

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It is important to note that the range of each assignment or examination will also be given

with the total score. In this way, students will be able to track their progress and how they relate

to other students. If time allows, presenting how many standard deviations away from the true

average may prove beneficial as well. This would communicate to the students, parents, and

administration how each student is progressing. An individualized score would be extremely

beneficial to communicate too. If a student knows where they are, then they can gauge and

change themselves accordingly.

Specifically, my grading system is a hybrid of average and median scoring. The following is

an excerpt from the class syllabus on grading:

Grading System: Grades will be comprised of tests, quizzes, labs, practice work, and
behavior. The final score will be found by taking the mean and median of all scores in
each category. These scores will then be averaged to produce a final score.

Example:
CLASS EXAM SCORES
STUDENT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Average Median Final Letter
1 59 69 79 89 99 79.00 79.00 79.00 C
2 99 89 79 69 59 79.00 79.00 79.00 C
3 77 80 80 78 80 79.00 80.00 79.50 B
4 49 49 98 99 100 79.00 98.00 88.50 B
5 100 99 98 49 49 79.00 98.00 88.50 B
6 0 98 98 99 100 79.00 98.00 88.50 B
7 100 99 98 98 0 79.00 98.00 88.50 B
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STUDENT 1
TESTS 79
Percent Letter
QUIZZES 85 100%-90% A
LABS 75 89.4%-80% B
PRACTICE 95 79.4%-70% C
BEHAVIOR 88 69.4%-60% D
FINAL 84.4 59.4%-50% F
LETTER B
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Part 3:
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5) Purpose of Data Use

Image from: Using Data to Improve Student Learning in Elementary Schools, by Victoria L. Bernhardt, 2003,
Larchmont, NY: Eye on Education. Copyright © 2003 Eye on Education, Inc. Reprinted with permission.

Data can be used in four distinct ways as explained by the diagram above. The
following explains each tenant and the overlap.

 Demographics: This tenant speaks to the makeup of the classroom or school.

Examples include enrollment, race, gender, and ethnicity. Data can be compared
or organized according to demographics.
 Perceptions: This tenant describes the attitudes or values of data and education.
Looking at perceptions and data overtime allows one to make environmental
improvements.
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 Student Learning: As it suggests, this focuses on the numerical data of

standardized tests, summative assessments, and other authentic assessments. With
time, the data can show trends of student learning.
 School Processes: Also, as suggested, this tenant looks to school programs and
processes. What is working, what is not? Do the programs improve students?

As seen, data can be used in at least four different scenarios. However, some scenarios
may look at two or even three tenants at once. There is heavy overlap between school
processes and student learning. What would happen to student learning if a program ended?
What would happen to student learning if a program began? The purpose of data is multifold
and can be summed by the above diagram.

6) Data Beliefs
In the classroom, data will be used multiple ways. First, student learning will be tracked and

updated regularly. This allows one to follow student success. Along with tracking student

learning, programs will be investigated at length. From the daily lesson to potential schoolwide

programs, the question of ‘is this working?’ will be asked. To answer this question, data must be

used to support the claim. Since programs will be continually assessed, the perceptions of such

programs will also be analyzed. For is there is value in a program, it will continue. Finally, the

demographics will play into each tenant. How are minorities affected by these programs? Do

they work for them? Are they being successful? What are their thoughts about the school or

classroom? How can we better serve others? The same questions and thoughts will be had for

students with special needs as well. The hope is to use data as continuous feedback and checkup

(Bernhardt, 2003). Data allows one to see what needs to be improved or changed.
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Part 4:
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7) Assessment, Grading, and Data Communication Plan

Teachers must communicate effective grades in a timely manner. These grades must reflect

student achievement and be consistent. It would be hoped that all graded tests or quizzes be

returned within the week. Feedback based assignments like practice problems should be returned

within a few days. They students must know their progress to be successful. They must know

what they need to work on and improve.

This section includes numerous examples of assessment, grading, and data, and how they are

communicated to the broader community. First is an excerpt from the syllabus on the grading

system.

Grading System: Grades will be comprised of tests, quizzes, labs, practice work, and
behavior. The final score will be found by taking the mean and median of all scores in
each category. These scores will then be averaged to produce a final score.

Example:
CLASS EXAM SCORES
STUDENT Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Average Median Final Letter
1 59 69 79 89 99 79.00 79.00 79.00 C
2 99 89 79 69 59 79.00 79.00 79.00 C
3 77 80 80 78 80 79.00 80.00 79.50 B
4 49 49 98 99 100 79.00 98.00 88.50 B
5 100 99 98 49 49 79.00 98.00 88.50 B
6 0 98 98 99 100 79.00 98.00 88.50 B
7 100 99 98 98 0 79.00 98.00 88.50 B
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STUDENT 1
TESTS 79
Percent Letter
QUIZZES 85 100%-90% A
LABS 75 89.4%-80% B
PRACTICE 95 79.4%-70% C
BEHAVIOR 88 69.4%-60% D
FINAL 84.4 59.4%-50% F
LETTER B

As one can see, the grading technique is clearly laid out for the student, parent, and

administration. There is no question or mystery as to where grades are coming from. Next are

examples of progress report cards and emails to the parent of the student.
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Mid-Term Report Card for Student A

Category Average Score Median Score Actual Score Class Average
Tests 80 83 81.5 74
Quizzes 72 68 70 68
Labs 95 90 92.5 86
Practice 83 90 86.5 74
Behavior 95 98 96.5 87
Final 85.4% B 77.8% - C

To the Parent of Student A,

Welcome to the next season of the year and life. With the weather
changing, so do routines and procedures. I am writing regarding your child’s
progress report. As you can see the attached document, Student A has a final
score of 85.4%, earning himself a B. His highest scores fall in his behavior and
lab work. As you already know, your son is an excellent addition and works well
with those around him, often leading his peers.
An area to improve upon however are the daily quizzes. These quizzes
happen about everyday over the previous day’s material. Student’s A scores may
seem low compared to his other categories but the class average on these
quizzes fall in the high sixties. These quizzes are meant to challenge the
students and used more for feedback rather than academic achievement. Do not
be overly alarmed about the quiz category but it is a good challenge to raise
these scores.
Again, Student A is doing wonderful. He is above average in every
category and on the right track. More so, he is a pleasure to have in class and
seems to really care about his education. I attribute this to you and your
household. Keep up the great work!
Mr. Austin Lewandowski
Science Teacher
XYZ School
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Mid-Term Report Card for Student B

Category Average Score Median Score Actual Score Class Average
Tests 65 66 65.5 74
Quizzes 63 68 65.5 68
Labs 70 75 72.5 86
Practice 62 54 58 74
Behavior 74 72 73 87
Final 66.9 D 77.8% - C

To the Parent of Student B,

Welcome to the next season of the year and life. With the weather
changing, so do routines and procedures. I am writing regarding your child’s
progress report. As you can see the attached document, Student B has a final
score of 66.9%, earning himself a D. His highest scores fall in his behavior and
lab work. As you may know, your son is an animated and creative person. His
ideas are wonderful, and some should be pursued.
The main area to work on is the practice category. I am not sure as to
why your son is earning the scores he is. Again, he is bright but seems to not do
his work. The work is meant to be practice and solidify learning rather than learn
new topics. I know that if Student B puts in the work of practice, the other scores
will rise. Thankfully, there is enough time in the semester to pull grades up.
Again, your son is a bright student. He has great ideas and sense of
humor. I know he will do great things in his lifetime. I attribute his positive
demeanor to you as the parent. You are doing something right and should be
proud. To improve, simply more effort needs to be put in. It is also important to
note that in my class, a D is not failing but a point of needed improvement. I know
your son is capable of more. I see great things in him. Thank you.
Mr. Austin Lewandowski
Science Teacher
XYZ School

After progress reports come the final grade card. At the secondary level, the final score is

given by a single letter. As I would only be teaching one subject, only that grade is given.
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Usually, teachers can also give comments on each student. The following are final report cards

for a struggling and non-struggling student.

FINAL REPORT CARD FOR STUDENT D

SCIENCE D
Comments: Disrupts class, does not complete assignments

FINAL REPORT CARD FOR STUDENT D

SCIENCE A
Comments: Is a pleasure to have in class, excellent work ethic

At the secondary level, the teacher should provide sufficient feedback for students. This

includes posting grades for the parents and students to see. In a long-term sense, data should be

gathered and reviewed to judge or review classroom procedures or programs. How did this

change of a lesson compare to last years test? What is working? What is not? Data should

improve the teacher’s proficiency.

This information can be shared with administration using raw and analyzed data. It would

be beneficial to share what works with other educators as well, especially those that are teaching

the same subject. For parents, an easy to read format could be used to show student progress. It is

important to compare class averages with the parents. For a lower grade may be the result of a

topic rather than effort or anything else.

Grades can be found on the school portal at any time. Parents or students simply have to

login to their account and all the information is attainable. The following is an example:
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Image from: Home Access Center Login. Retrieved from

https://hac.lisd.us/HomeAccess/Account/LogOn?ReturnUrl=%2fhomeaccess%2f

Emails will also be sent out to students who are both struggling and doing well. These

emails will happen periodically. If the parent or student wants or needs constant updates, then

weekly emails will be sent out. Examples follow:

Example 1
To the Parent of Good Student,
Welcome to the next season of the year and life. With the weather
changing, so do routines and procedures. I am writing regarding your child’s
progress report. As you can see the attached document, Student A has a final
score of 85.4%, earning himself a B. His highest scores fall in his behavior and
lab work. As you already know, your son is an excellent addition and works well
with those around him, often leading his peers.
An area to improve upon however are the daily quizzes. These quizzes
happen about everyday over the previous day’s material. Student’s scores may
seem low compared to his other categories but the class average on these
quizzes fall in the high sixties. These quizzes are meant to challenge the
students and used more for feedback rather than academic achievement. Do not
be overly alarmed about the quiz category but it is a good challenge to raise
these scores.
Again, Student is doing wonderful. He is above average in every category
and on the right track. More so, he is a pleasure to have in class and seems to
really care about his education. I attribute this to you and your household. Keep
up the great work!
Mr. Austin Lewandowski
Science Teacher
XYZ School
Lewandowski Assessment Profile 24

Example 2
To the Parent of Struggling Student,
Welcome to the next season of the year and life. With the weather
changing, so do routines and procedures. I am writing regarding your child’s
progress report. As you can see the attached document, Student has a final
score of 66.9%, earning himself a D. His highest scores fall in his behavior and
lab work. As you may know, your son is an animated and creative person. His
ideas are wonderful, and some should be pursued.
The main area to work on is the practice category. I am not sure as to
why your son is earning the scores he is. Again, he is bright but seems to not do
his work. The work is meant to be practice and solidify learning rather than learn
new topics. I know that if Student B puts in the work of practice, the other scores
will rise. Thankfully, there is enough time in the semester to pull grades up.
Again, your son is a bright student. He has great ideas and sense of
humor. I know he will do great things in his lifetime. I attribute his positive
demeanor to you as the parent. You are doing something right and should be
proud. To improve, simply more effort needs to be put in. It is also important to
note that in my class, a D is not failing but a point of needed improvement. I know
your son is capable of more. I see great things in him. Thank you.
Mr. Austin Lewandowski
Science Teacher
XYZ School
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Part 5:
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8) State Mandated Expectations

A unit that could be used in a secondary chemistry course involves Atomic Structure. This

unit begins with the history of the atom and how the model is seen today. Then, each part of the

atom is described and taught how each part works together. Once the basic atom is known, an in-

depth study over a specific atom, or element, is formed and is presented upon. The Periodic

Project ties loose chemical ideas together into an interactive learning.

This unit allows the student to learn proper researching and presenting techniques. They will

learn about a specific element themselves and compare it to other elements. Students will learn

the basics of the periodic table and be able to use the knowledge for future lessons. Computers,

phones, iPads, etc. will be used to accomplish the research. The unit is multifold and covers a

range of the NGSS standards. These standards include but are not limited to:

 C4.10B Recognize that an element always contains the same number of protons.
o Students will know that if you change the proton, you change the element.
 C4.10A List the number of protons, neutrons, and electrons for any given ion or
isotope.
o Students will be able to list how many protons, neutrons, and electrons in an
ion and isotope
 C4.9A Identify elements with similar chemical and physical properties using the
periodic table.
o Students will be able to present the various characteristics between families
on the periodic table when the project presentations are finished.
 C4.8A Identify the location, relative mass, and charge for electrons, protons, and
neutrons.
o Following the lesson, students will be able to locate a proton, neutron, and
electron in a diagram of an atom. They will also be able to relate the charge
and relative mass of each subatomic particle.
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 C4.8B Describe the atom as mostly empty space with an extremely small, dense
nucleus consisting of the protons and neutrons and an electron cloud surrounding the
nucleus.
o After the lab students will create and analyze a graph that depicts a dense
nucleus and ever thinning electron cloud.

The following Assessments will be discussed at length in the next section

 Formal Summative Assessment: Atom Structure Unit Test

 Interim Assessment: Atom Structure Worksheet

 Interim Assessment: Atomic Structure Lab

 Informal Formative Assessment: Atomic Structure Pre-Quiz

 Formal Formative Assessment: Atomic Structure Bellwork Quiz

9) Formal Summative Assessment

The following blueprint is an actual example of a Formal Summative assessment. The

blueprint breaks down each item of the following test, exploring the standard used and blooms

taxemic level.

The preceding assessment is graded as follows: For the matching and multiple-choice

sections, students earn one point for correct answers and zero points for incorrect answers. It is

possible to earn two points for a correct short answer question or one point for a close answer. If

the short answer is completely wrong, no points are awarded. Thus, the assessment is worth a

total of 32 points.

The final score is calculated by taking the points earned over the total possible points. An A

is earned for scores over 90, B for scores 80 to 90 and the others follows suit. It is important to
Lewandowski Assessment Profile 28

note that one fails with an F. A score of D is still passing. It is hoped that scores of C are average

and the A’s and F’s are reserved for the extreme scenarios.

Percent Earned Letter Score

100%-90% A
89.4%-80% B
79.4%-70% C
69.4%-60% D
59.4%-50% F

Graphs from three different class periods spread throughout the day show the number of

students who received each grade. Interestingly, a rough bell curve is produced by the data.

The C is average where the other scores follow relatively in line. The range is also present to

represent the spread of the class. Are there extreme highs or extreme lows? Where are the

bulk of the students?

Assessment Blueprint: Atomic Structure Unit Test

Item # NGSS Level of Answer (A, B, C, D) Other

Benchmark Notes/Comments
Cognitive Demand
Code

1 C4.8: Atomic Knowledge Matching

Structure

2 C4.8: Atomic Knowledge Matching

Structure

3 C4.8: Atomic Knowledge Matching

Structure

4 C4.8: Atomic Knowledge Matching

Structure

5 C4.8: Atomic Knowledge Matching

Structure

6 C4.8: Atomic Knowledge Matching

Structure
Lewandowski Assessment Profile 29

7 C4.8: Atomic Knowledge Matching

Structure

8 C4.8: Atomic Knowledge Matching

Structure

9 C4.8: Atomic Knowledge Matching

Structure

10 C4.8: Atomic Knowledge Matching

Structure

11 C4.8B Knowledge A, B Circle all that apply

Describing
Atoms

12 C4.8B Knowledge D
Describing
Atoms

13 C4.8A Atoms Knowledge B

14 C4.8B: Knowledge D
Describing
Atoms

15 C4.8B Knowledge A
Describing
Atoms

16 C4.8B, C Knowledge B

17 C4.9 Periodic Knowledge A

Table

18 C4.9 Periodic Knowledge B

Table

19 C4.10 Charges Analyze Calculate

20 C4.10 Charges Analyze Calculate

21 C4.8A Atoms Knowledge Short Answer

22 C4.10A Charges Knowledge Short Answer

23 C4.9 Periodic Knowledge Short Answer

Table

24 C4.9 Periodic Analysis Short Answer

Table
Lewandowski Assessment Profile 30

25 C4.9 Periodic Analysis Short Answer

Table

26 C4.9 Periodic Evaluation Short Answer

Table

27 C4.9 Periodic Knowledge Short Answer

Table
TOTALS A= 3
B=4
C=0
D=2
Lewandowski Assessment Profile 31

Formal Summative Assessment: Atomic Structure Unit Test

Unit Test: Atomic Structure

Match the following terms with their definitions.

Element Neutron Electron Atomic Number Mass Number Ion Isotope Neutral Atom
Valence Electron Proton

_______________ 1) The simplest substance that cannot be broken down without losing its
identity. Fills the Periodic Table.

_______________2) A subatomic particle that has a positive charge and that is found in the
nucleus of an atom.

_______________3) A subatomic particle with 0 charge and mass about equal to a proton

_______________4) An elementary particle with negative charge. Found in the orbital shell.

_______________5) The number of protons that an element contains. It determines the

properties and place on the Periodic Table.

_______________6) the sum of the number of neutrons and protons in an atomic nucleus

_______________7) a particle that is electrically charged (positive or negative)

_______________8) number of protons and electrons are the same

_______________9) one of two or more atoms with the same atomic number but with different
numbers of neutrons

_______________10) an electron in the outer shell of an atom which can combine with other
atoms to form molecules

Choose or fill in the best answer possible.

1. What subatomic particle(s) form the nucleus? (Circle all correct answers if more than
one)
a. Proton
b. Neutron
c. Electron
d. Valence Electron

2) Who was credited for discovering the neutron?

a. Democritus
b. Rutherford
c. Dalton
Lewandowski Assessment Profile 32

d. Chadwick

3) Who used gold foil in their breakthrough experiment?

a. Democritus
b. Rutherford
c. Dalton
d. Chadwick

4) What did the gold experiment discover?

a. Negatively charged particles make up the nucleus
b. Positively charged particle make up the orbitals
c. The atom is dense
d. The atom is mostly empty space

5) He theorized that electrons are set in orbitals.

a. Bohr
b. Thomson
c. Chadwick
d. Mosely

6) Enjoyed snacks as he worked and incorporated his favorite into a model. (Plum Pudding)
a. Bohr
b. Thomson
c. Chadwick
d. Mosely

7) Families on the periodic table are found in...

a. rows
b. columns
c. The D-block
d. Group III
8) Groups on the periodic table are found in…
a. Rows
b. Columns
c. The D-block
d. Group I

Answer the following questions to the best of your ability.

1) Element X has five protons and five neutrons. What is the atomic mass for
Element X?
Lewandowski Assessment Profile 33

2) Element Y has seven neutrons and an atomic mass of fifteen. How many protons
are in Element Y?

3) Describe the charge of each of the three subatomic particles.

4) Describe the relative mass of each of the three subatomic particles.

Define the following characteristics and describe their trend on the periodic table.

Atomic Radius

Electronegativity

Short Answer

Compare the different characteristics of families and groups.

Argue how do metals and nonmetals differ from one another?

Describe the term isoelectric. Provide an example.

Lewandowski Assessment Profile 34

Unit Test: Atomic Structure Answer Key

Match the following terms with their definitions.

Element Neutron Electron Atomic Number Mass Number Ion Isotope Neutral Atom
Valence Electron Proton

_____Element____ 1) The simplest substance that cannot be broken down without losing its
identity. Fills the Periodic Table.

_____Proton_____2) A subatomic particle that has a positive charge and that is found in the
nucleus of an atom.

____Neutron______3) A subatomic particle with 0 charge and mass about equal to a proton

_____Electron_____4) An elementary particle with negative charge. Found in the orbital shell.

____Atomic Number______5) The number of protons that an element contains. It determines

the properties and place on the Periodic Table.

____Mass Number______6) the sum of the number of neutrons and protons in an atomic
nucleus

____Ion____7) a particle that is electrically charged (positive or negative)

___Neutral Atom_8) number of protons and electrons are the same

____Isotope_____9) one of two or more atoms with the same atomic number but with different
numbers of neutrons

_Valence Electron_10) an electron in the outer shell of an atom which can combine with other
atoms to form molecules

Choose or fill in the best answer possible.

2. What subatomic particle(s) form the nucleus? (Circle all correct answers if more than
one)
e. Proton
f. Neutron
g. Electron
h. Valence Electron

2) Who was credited for discovering the neutron?

e. Democritus
f. Rutherford
g. Dalton
h. Chadwick
Lewandowski Assessment Profile 35

3) Who used gold foil in their breakthrough experiment?

e. Democritus
f. Rutherford
g. Dalton
h. Chadwick

4) What did the gold experiment discover?

e. Negatively charged particles make up the nucleus
f. Positively charged particle make up the orbitals
g. The atom is dense
h. The atom is mostly empty space

5) He theorized that electrons are set in orbitals.

e. Bohr
f. Thomson
g. Chadwick
h. Mosely

6) Enjoyed snacks as he worked and incorporated his favorite into a model. (Plum Pudding)
e. Bohr
f. Thomson
g. Chadwick
h. Mosely

7) Families on the periodic table are found in...

e. rows
f. columns
g. The D-block
h. Group III
8) Groups on the periodic table are found in…
e. Rows
f. Columns
g. The D-block
h. Group I

Answer the following questions to the best of your ability.

1) Element X has five protons and five neutrons. What is the atomic mass for
Element X?
10 atomic mass units
Lewandowski Assessment Profile 36

2) Element Y has seven neutrons and an atomic mass of fifteen. How many protons
are in Element Y?

8 protons

3) Describe the charge of each of the three subatomic particles.

Electron –
Proton +
Neutron Neutral

4) Describe the relative mass of each of the three subatomic particles.

Proton and neutron are about equal or one unit. Electron has relatively no
mass.

Define the following characteristics and describe their trend on the periodic table.

Atomic Radius

Electronegativity

Short Answer

Compare the different characteristics of families and groups.

Argue how do metals and nonmetals differ from one another?

Describe the term isoelectric. Provide an example.

Lewandowski Assessment Profile 37

Fabricated Data: The following data and charts were created to simulate three separate class

periods. Each item of the test was given a point value for correctness. The data is as follows:

Key: Zero points due to missed questions are highlighted red. Total scores and
percentages are given. The subsequent letter grade is also given and color
coded. Total class scores and sums are also given. The highest and lowest
scores are presented with the range of data.

First Hour
10
9
8
Number of Students

7
6
5
4
3
2
1
0
A B C D F
Grade Earned
Lewandowski Assessment Profile 38

Third Hour
10
9
8
Number of Students

7
6
5
4
3
2
1
0
A B C D F
Grade Earned
Lewandowski Assessment Profile 39

Seventh Hour
9
8
7
Number of Students

6
5
4
3
2
1
0
A B C D F
Grade Earned
Lewandowski Assessment Profile 40

Facts from the Data

1. Seventh hour had data that was more skewed to the right
2. Third hour had the most, low performing students
3. All hours had C as the most earned score
4. Seventh hour had the smallest range
5. First hour had the widest range
6. Overall students answered Item 21 correct 84% of the time, being the highest
7. Overall, the range of the data was 18 points
8. All classes together, the average score was 74.719% which was a C
9. The question that was missed most often was Item 1
10. On average, students in seventh hour performed about 3% better than the other
classes

Action Plan
1. I will jigsaw lesson presentation, so classes will be taught in a different order
2. I will build student confidence by putting easier questions in the beginning of the
test
3. I will focus on low performing students as to close the range of the data
4. I will incorporate higher level questions into the assessment
5. I will use Bloom’s verbs in my questions

Students that struggle on the exam will first be evaluated on their practice and quiz scores.

Are struggling students partaking in the practice? Are they studying or doing well on their

quizzes? If they are not, I will ask the students to meet with me. At this meeting, I will show the

data that supports increased practice results in increased exam scores. I will suggest that the

student completes their practice. If the student continues to do poorly on their practice and exam

scores, then a more official behavior plan will be instilled. This will have the student commit to

completing their work.

10) Two Interim Assessment

The following documents are used as interim assessments throughout the lesson. Each

document speaks specifically to a Next Generation Science Standard (C4.8A and C4.8B

respectively) and will be evaluated and returned the following day. Of course, sufficient

feedback will be given, and the answers will be discussed in small groups as well. The class
Lewandowski Assessment Profile 41

grading scale will be used on this assignment. For each answer correct, one point is earned. For

each wrong answer, no points are earned. This assignment is worth 10 points.

Percent Earned Letter Score

100%-90% A
89.4%-80% B
79.4%-70% C
69.4%-60% D
59.4%-50% F
Lewandowski Assessment Profile 42

Interim Assessment 1:

Structure of the Atom

Subatomic Particle Charge Relative mass
Proton
Neutron
Electron

Label the subatomic parts and the regions of the atom. Tell what the
charge and relative mass of each part is.
Lewandowski Assessment Profile 43

Fabricated Data

Structure of Atom Points Earned Total Points Score

Student 1 8 10 80%
Student 2 6 10 60%
Class Total 7 10 70%

From this data, academic achievement is measured. The data directly corresponds to the

level of achievement. Students can be compared to one another and to the average in this format.

Facts
1. Student 1 earned a higher score than student 2
2. Student one is above the class average
3. Student 2 is below class average

Hypothesis
1. Student 1 completed all practice work
2. Student 2 did not study the quizzes
3. Student 2 did not put in much effort
4. Student 1 naturally understands science

Action Plan
1. Struggling students will meet with the teacher
1. Quizzes and practice work will be reviewed
2. Struggling students will fill out a “How to Improve” contract
3. All students will be given the opportunity to join study sessions
throughout the day

Interim Assessment 2:
This lab experience will assess student’s understanding of the standard at hand. It will be

graded by a standard laboratory rubric, incorporating many facets. To act as an interim

assessment, the content score will be looked at heavily. The rubric is as follows:
Lewandowski Assessment Profile 44

Image From: https://www.teacherspayteachers.com/Product/NGSS-Science-Lab-Rubric-2261368

Lewandowski Assessment Profile 45

Atomic Structure Lab

Materials:
3 sheets of white paper foam block compass tape dart pencil
Procedure:
1. Obtain three pieces of blank white, 8 1/2" x 11" paper and draws a small but visible mark in
the center of each of the papers. Hold the papers together toward the light and align the center
marks exactly.
2. Around the center dot of one of the papers, which you will call the target paper, draw
concentric circles having radii of 1 cm, 3 cm, 5 cm, 7 cm, and 9 cm. Number the areas of the
target 1, 2, 3, 4, and 5 starting with number 1 at the center.
3. Place foam block on the floor and lay the target paper face up on top of it. Use tape to fasten
one target paper in place on the foam block and to secure the poster board to the floor.
4. Stand over the target paper and drop a dart 50 times from chest height, attempting to hit the
center mark.
5. Record where each dart hits.
6. Switch to new group member and redo experiment.
7. Total, percent, and graph your results.
Results:
Number of Hits
Test 1
Orbital 1 2 3 4 5
Number of hits
Test 2
Orbital 1 2 3 4 5
Number of hits
Total
Orbital 1 2 3 4 5
Total

Percent
Create a bar graph of the data
Conclusion:

Write a paragraph explaining your results and how this correlates to atomic structure. What does
a hit represent? Which orbital has the highest hit percent?
Lewandowski Assessment Profile 46

Fabricated Data:

Atomic 5 4 3 2 1
Structure Lab
Quality of X
Experiment
Materials Used X

Documentation X

Discussion X

Presentation X

Total 21/25 84% B

Atomic 5 4 3 2 1
Structure Lab
Quality of X
Experiment
Materials Used X

Documentation X

Discussion X

Presentation X

Total 14/25 56% F

Using the rubric, the subjectivity of grading lessens. Students can see where they lost points

and how they can improve. With the rubric, comments can be readily made. The rubric assess

achievement as well as process. Does the lab help students or not?

Lewandowski Assessment Profile 47

Facts
1. Student 1 earned a higher score than student 2
2. Student 2 did not present or use materials well
3. Student 1 can improve presentation
4. Student 2 performed the lab with quality

Hypothesis
1. Student 1 focused on the lab
2. Student 2 used the materials inappropriately
3. Student 2 turned in limited data
4. Student 1 spoke softly when presenting

Action Plan
1. A minilesson over presentation skills will be given
2. Procedure over material use will be presented
3. All students will be able to resubmit their write-up

11) Two Formal or Informal Formative Assessments

The two formative assessments that will be used are both informal and formal respectively.

The pre-quiz will be administered before the unit to see where most students fall. This

assessment will help direct teaching and point to which topics are known and which are not. The

bellwork quizzes on the other hand, will be graded. As mentioned, these two question quizzes are

given about everyday to recap the previous day’s learning. If the students do well on a specific

quiz, then new material can be delivered. If, however, most students miss both questions, then

the topic can be revisited that day. In both cases, achievement is measured and directly affects

the lesson or movement of the class.

Both assessments focus on standard C4.8A of the NGSS. This standard wants students to

know the parts, and charges of those parts, of an atom. The two question quiz follows as an

example.
Lewandowski Assessment Profile 48

Quiz #26
1. What charge does a proton have?

2. The neutron is made by these two subatomic particles (subatomic particles

include protons, neutrons, and electrons).
Lewandowski Assessment Profile 49

References
Allen, J.D. (2005). Grades as valid measures of academic achievement of classroom learning.

The Clearing House. 78(5), 218-223

Assessment. (2018). Merriam-Webster, Merriam-Webster.

Bernhardt, V.L. (2003). Using data to improve student learning in elementary schools.

Larchmont, NY: Eye on Education.

Data Quality Campaign. (2016). Data can help every student excel. YouTube [Video]. Retrieved

from https://www.youtube.com/watch?v=ErE1QQvX8w8

Data Quality Campaign. (2014). How data help teachers. YouTube [Video]. Retrieved from

https://www.youtube.com/watch?v=cgrfiPvwDBw

Guskey, T.R., Swan, G. M., Jung, L.A. (2011). Grades that mean something. Kappan. 93(2), 52-

57.

Test Anxiety. (2016). Test Anxiety. Anxiety and Depression Association of America.

Wisconsin Department of Public Instruction. (2010). Balanced assessment. Online database.

Wormeli, R. (2011). Redos and retakes done right. Educational Leadership. 22-26.

Varlas, L. (2013). How we got grading wrong, and what to do about it. Education Update.

55(10), 5-7.