STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Assessments are used to make instructional decisions and are used often, especially in reading. Prior to
beginning a new reading unit I would provide students with a preassessment to gain an understand of
their background knowledge based on the curriculum. In this case we are beginning a new reading unit
based on non-fiction books. To assess their understanding on nonfiction reading first would have
students review what they learn last year about nonfiction. I would have them fill out a survey that
would help them to distinguish what is nonfiction in our lives. This form is called, “What is Nonfiction?”.
I then will have students look at the nonfiction text called, Wild, Wild Weather. To assess if students
have an understanding on how to preview a text I will have students circle parts of the text that jump
out of them and show of interests. I then will have them read Wild, Wild Weather. I will also have
students answer the questions that support ideas about the text. To support the third lesson in the unit
I will have students discuss with a partner what the text structure is of Wild, Wild, Weather. I will have
students underline vocabulary that supports their ideas of the text features. Once the preassessment is
done I will document students understanding by using a WILF; What I’m Looking For Chart.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Exceeds 11

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 Meets 9

Approaches 2

Falls Far Below 0

Pre-Assessment Analysis: Whole Class

Based on the data above, over 90% of the students are performing at a proficient level or higher, and
prove to have a basic understanding of nonfiction, as well as being able to read and comprehend
informational texts. No changes are needed to the learning goals since the lesson supports the state
standards in guiding students in: explaining what the text says explicitly, drawing inferences from
the text, determining the main idea of a text and explaining how it is supported by key details,
and allowing students to explain events in the text which include, what happened and why, based
off of the information provided.

Based upon the data collected, there are several effects the data has on the planning and differentiation
of future lessons, and perhaps, the post assessment. Given that over 90% of students performed
proficiently or above on the pre-assessment, the rigor of the in-class activities can be increased to
challenge this sub-group of students. Drawing inferences tends to be a challenging task for students;
therefore, activities can be amended to have students identify the exact parts of the text which lend
themselves to a particular inference. Additionally, higher-level texts can be used to push these students
further.
Although most students presented with a good understanding of the reading standards, a few students
fell below the proficient level. Two students scored within the approaching standards level, which
indicates that they might be in need of extra supports. In regards to the planning and delivery of the
lessons for these students, it is imperative that appropriate modeling of objectives occurs, and the
teacher is able to recognize areas in which the students may struggle. During independent or small
group instruction, these particular students may need more one-on-one conferencing time with the
teacher.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.

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 Regarding assessments, generally the pre and post assessment should be relatively similar in order to
effectively monitor progress. For the post assessment, a bonus question could be included that is higher
challenge and rigor. Perhaps the pre-assessment wasn’t challenging enough or the students have been
heavily taught in these particular learning goals. By including a more challenging task, all students have
the opportunity to show what they are capable of, and for others, they can make an attempt at pushing
themselves to the next level.

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