Planning
Assessments
I
will be implementing a lesson on American History. I will introduce this unit
to my students by first explaining what history is, its importance, and what
tools are used to study history. This blog will discuss three formative
assessments that will be used to access student’s knowledge and understanding
with regard to the following objective:
CCSS.ELA-
Literacy.RH.9-10.4
Determine the
meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
Performance
Objective:
Students will be
able to identify the vocabulary words given in the introductory lesson. Using
the vocabulary words students will able to find artifacts in the library that
historians used to explain historical events, and describe which tool they
used.
Students
will be able to read and identify all vocabulary words related to the tools
historians use to explain history.
Students
will be able to write their vocabulary words in complete/complex sentences.
Students
will be able to state what history is and why is it important. - Formative Assessments
-
Entrance Ticket (Given at the beginning
of class)- After
the students enter the classroom I will ask the students questions about the
lesson. After I ask the question, they will write their answers on an index
card. The entrance ticket will be used to access the students understanding of
the lesson.
-
Exit Slip (Given at the end of
class)- the Exit
slip will be give 15 minutes before the end of class. This formative assessment
will measure what the students learned in the day’s lesson. The students will
be given 3-4 questions that they need to answer about the day’s lesson. This
will help me to understand how I need to modify my lesson, what needs to be
added or taken away. I can also design future lesson around the information
that the students know.
-
Draw It (Can be given at any time
during the lesson)- Students
will be given a piece of plain white paper. For example, I will ask them to draw a picture of the United
States. After they draw the US they will identify at least 2 of the 3: the
state they live in, the different directions (north, south, east, west), or the
two major oceans that were discussed in the lesson. Their drawing does not have
to be perfect, this task is to see if remember and are able to able the
information they learned to a specific task.
-
Summative Assessment (Generally
Given at the end of class)- In
3-4 complete/complex sentences students will write what they learned. In their
sentences they will use specific vocabulary words from the lesson.
I chose
these three formative assessments because they are more beneficial for my students
when demonstrating their understanding of the content. Also when asked to do a task
that is between 1-2 steps the task is easier for my student to complete with
minimal prompting. Multiple step assignments can become very overwhelming for
students with learning disabilities. Before all new lessons I give my students a
pre-test which allow me to see what they know about a particular subject. Once
I have that information I am able to create lessons based on the information
that the students know. Once I have begun to teach a lesson I give out daily
entrance tickets and exit slips to assess what the students remember about the
lessons. This allows me to know what areas I need to reteach or if some
students need additional help. The Entrance Tickets and Exit Slips also help me
to know what areas of the lesson I need to spend more time on, and or modify. The
Draw It formative assessment is not used as often as the other assessments. It
is not used as much because not all lessons do not require an illustration, or
may be difficult to explain through a drawing.
