Lisa Y. Mosley
Assessment Plan
EDU 645: Learning & Assessment for the 21st
Century
Dr. Robert Voelkel
As a teacher one of the things I love to do is
develop a lesson plan that will teach my children to be creative while
playing. The theme I will be using to
teach the pre-kindergarten class is “Community Helpers” focusing on “Police
Officer”. I chose this grade level
because this is the level I am most comfortable with and planning on teaching
once I graduate. I feel “Community
Helpers” is an appropriate theme for this age level because they can do a lot
of exploring and connecting to the real world.
The children can learn what each community helper does, how he or she
helps us, what kind of tools they use, what kind of vehicles they drive, and
where each individual works. The
children can enhance their knowledge through role playing, hands on experience,
field trips, and guest speakers can even come to the site to talk to the
children. The week before presenting
this theme to the children, I will prepare myself by collecting information
from my storage house about community helpers and talk my assistant about the
ideas I have for the children. Community
helpers can be incorporated into all the centers to help the children to learn
more about this topic.
This plan is developed to assess learners’
performance. This plan includes a
defined purpose and learning outcome, an assessment context, a holistic rubric,
and the testing constraints that will be imposed on the assessment.
Purpose
and Learning Outcome
The purpose of the assessment plan
is to make sure the student comprehend the material they are being taught
regarding community helpers. I will be
tracking and collecting data from students’ progress in the specified course
area. In doing this, the areas in which
students need improvement in will be identified. The unit will be on community helpers and
their role in the community, gender of community helpers, work place, and
clothing or equipment they use.
The learning outcome: The learning outcome for the
assessment plan is as follows; the students will be able to recall information
on community helpers, develop the number six concept, categorize community
helpers according to their work place and equipment they use, and gain full
knowledge on community helpers through role playing.
Assessment
Context
Children will be introduced to
different community helpers; they will exhibit the knowledge about community
helpers through answering and asking question.
The students will be able to demonstrate the use of the number concept
“six” (this number was chosen because the word “police” contains six
letters). The students will draw a
police officer by starting with a circle and adding more circles to represent
eyes and lines for arms and legs.
Holistic
Rubric
The rubric is based on Blooms
Taxonomy to adjust the level of cognitive rigor in assignment. This rubric has been prepared for the
students’ recognition, understanding of the number concept, and role playing a
variety of community helpers. The different levels of complexity at which
objectives and test items may be written and a method for test construction
will help me write items at these levels to ensure that my classroom tests
measure higher-level thinking skills. They will get the number score beside
each statement if they are exhibiting those skills (Kubiszyn & Borich,
2010).
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Learning Goal
|
Assessment
|
Format of Assessment
|
|
Students
will be able to recall information on community helpers, develop the number
six concept, categorize community helpers according to their work place and
equipment they use, and gain full knowledge on community helpers through role
playing.
|
Pre-assessment
Formative
Assessment
Post
Assessment
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Games—community
helpers matching.
Puppets—community
helpers puppets for role playing.
Visual
aids—pictures of community helpers.
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Level
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Sample Objectives
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Example of Questions
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Knowledge
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Student
can verbally give their name, address, and telephone number upon request
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What are
your name, address, and telephone number?
|
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Evaluate
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Students
will be able to identify a police officer and his or her role in the
community
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Which
community helper serves and protects us?
Police officer
|
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Application
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Student
demonstrates their knowledge of community helpers through role playing
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Can you
act out the role of the police officer?
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Synthesis
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Student
draws a community helper of their choice.
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Here is
a circle; can you draw a police officer with it?
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Testing
Constraints
The
following are the testing constraints for the assessment:
Time: The only time constraint will be if the
students are not able to demonstrate the full knowledge of community helpers.
Reference Material: Reference
materials include books, pictures, and a speaker in the classroom.
Prior Knowledge of task: The students will be given information on
community helpers, what they will be assessed on but with no pressure.
Scoring Criteria: Students will not be able to understand the
way the teacher assessed them. The will
be given a plus or minus on the LAP-3 if they have achieved the objective that has
been set before them. The main scoring
will be through observation, anecdotal record to see how for a child can count,
match, and put things in sequential order, and they are able to listen, follow
directions, and complete the assignment.
Thought Process and Rationale
The thought process and rational
behind the test and essay items were: the students will have been taught the
material regarding community helpers.
The test items made were meant for prekindergarten with the intentions
of being a fun “test”. They are too
young to actually given them a test but they will be test with the objectives
on the LAP-3. As far as an essay
item. The teacher will ask a question
and write it on the board. If a student
requires extra attention, the teacher can assist by providing one-on-one
activity to assess that the student comprehends the information taught. The “test” can be used in a large group
stetting as a game.
The
learning Outcomes for the lesson on community helpers focusing on the police
officer for prekindergarten are as following:
1. Students will be able to demonstrate the
knowledge about community helpers.
2. Students
will be able to ask and answer open-ended questions.
3. Students
will demonstrate the number “6” concept.
4. Students
will be able to give name, address, and phone number upon request.
Goals and
Objectives have three levels.
1. Educational goals
2. Informational
objectives
3. Instructional
objectives
Four
measurable items for the learning outcomes.
1. Teacher
observational assessment of both small and whole group observations through question
development and class discussions.
2. Student comprehension
of the community helpers is measured orally.
3. Student
performance will be based on role playing.
4. Students
will extend their abilities to assess strengths in listening and following
directions.
Test
Items:
1. Students will be given a variety of pictures
of community helpers and placing them with their correct work place along with
their clothing and equipment they use.
2. Students
will answer open-ended questions to exhibit their knowledge on community
helpers.
3. Students
will count to six.
4. Student
will recall their name, address, and phone number upon request.
Example:
a. The _______protects our streets and makes our
neighborhood safe.
Answer: Police officer.
b. When you are lost in Wal-Mart this person is
there to help you find your parents.
Answer: Police officer.
c. Name me three items a police officer use.
Answer: Badge, baton, and
handcuffs.
d. “This is 911, please state your name, address,
and phone number”
Answer: Varies depending on the
student.
Essay
Item: Since the students too young to
write, this item will be assessed through observation of the students’ role
playing a community helper of their choice.
Reference
Kubiszyn,
T. & Borich, G. (2010). Educational testing & measurement: Classroom
application and practice (9th
ed.). John Wiley & Sons, Inc., Hoboken, NJ.
