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Assessment Plan

Purpose and Learning Outcome:

   The purpose of my assessment plan is to ensure that my second grade students have a strong grasp on the layers of the earth and its structure. It is important for them to have a firm understanding of the structure of the earth in order to be able to comprehend the following lessons on volcanos and rocks. I will use a combination of multiple choice, completion, and essay items to fully assess the student’s progress and understanding. I will test their vocabulary, content knowledge, and critical thinking on the subject of the earth’s layers in order to receive a full understanding of their knowledge on the topic. My learning outcomes are as follows:

-The students will understand vocabulary related to the earths layers.

-The students will be able to identify the layers of the earth as well as be able to locate them on a diagram.

-The students will be able to identify the temperatures of the layers and the depths at which you can find them.

-The students will be able to explain how geologists have discovered information about the layers.

-The students will be able to explain the connections that the layers of the earth have to real life (i.e. the crust is the layer in which we walk on, drive on etc. and the mantle may surface in the form of volcanos).

Assessment Context:

   Students will first be tested on their knowledge of the vocabulary included in the earth’s layers lesson. They will be tested on words such as geologist, model, crust, mantle, and core. This portion of the exam will be in the form of completion and multiple choice questions. They will then demonstrate their knowledge of the layers by labeling a blank cross-section of the earth. The students will then be asked to match the temperatures of the earth’s layers to its correct layer. Finally, they will use critical thinking skills to explain how the different parts of the earth can directly affect us and how geologists are able to obtain the information about layers of the earth that are so deep in the earths structure in a short essay form.

Holistic Rubric:

Above Average: The student demonstrates that he or she knows the basic vocabulary necessary to understand the larger concepts of the earth’s layers lesson. The student is able to label the four main layers of the earths structure on the given diagram. The student is able to correctly match the temperatures of the earth’s layers to its correct layer. The student is able to give a detailed description explaining at least two ways that one of the earths layers can affect our daily lives, how is affects us and/or why the layer is important. The student can also explain how geologists are able to obtain information about the layers of the earth that humans cannot physically reach. The student uses the vocabulary words to describe their answers in the short essay portion of the assessment.

Sufficient: The student demonstrates that he or she knows most of the basic vocabulary necessary to understand the larger concepts of the earth’s layers lesson. The student is able to label at least three of the four main layers of the earths structure on the given diagram for partial credit. The student is able to match at least three of the four temperatures of the earth’s layers to its correct layer. The student is able to describe how the earth’s layers can affect our daily lives with one specific example explaining the way in which we are effected and/or why it is important. The student can also explain how geologists are able to obtain information about the layers of the earth that humans cannot physically reach. The students use a couple of the vocabulary words in their descriptions pertaining to the short essay items.

Developing:  The student can only identify two to three of the given vocabulary terms necessary to understand the larger concepts of the earth’s layers lesson. The student is only able to label one or two of the four main layers of the earths structure on the given diagram for partial credit. The student is only able to match one or two of the four temperatures of the earth’s layers to its correct layer. The student can only identify one way the earth’s layers can affect our daily lives without any specific examples explaining how we are effected and/or why it is important. The student can only identify without much explanation how geologists are able to obtain information about the layers of the earth that humans cannot physically reach.

Needs Improvement: The student is able to identify zero or one of the given vocabulary words necessary to understand larger concepts of the earths layers lesson. The student is  able to label zero or one of the four main layers of the earths structure on the given diagram for partial credit. The student isn’t able to match any of the four temperatures of the earths layers to its correct layer. The student cannot identify any ways that the earths layers affect our daily lives and cannot explain why the layers are important. The student cannot explain how geologists are able to obtain information about the layers of the earth that humans cannot physically reach.

Testing Constraints:

   The constraints that will be imposed on the assessment will involve the amount of time allowed for the test. The students will have thirty minutes to complete the assessment. The students will not be able to use any study materials or their textbook to complete the assessment. Also, students will not be able to work in groups, they must work in silence and alone.

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Rationale Behind Test/Essay Items

  Based on the objectives that I had, I think that all of the test items can be used for each of the objectives. My objectives were formatted for a third grade classroom and I think that that age group can handle each of the test items provided. Generally, multiple choice questions can be difficult for a younger group of students, however, with the information and directions provided, i think that the students should be able to answer the questions without any problems. (Kubiszyn, 2009) Because I used a math unit, it was a bit difficult to make test items because I wanted to use pictures. I included a link and the places where pictures may be included in order to show how I would present my test items. I also tried to be very straight forward and clear with my questions because of the age of my students.

   My essay items were a bit more difficult also because it was a math unit. Essay items are not supposed to ask a question with a straight forward yes or no answer but instead force the student to use critical thinking skills. (Kubiszyn, 2009) Because math is so straight forward, it was difficult to think of questions that didnt have just a cut and dry answer. I used the essay items that I did because I thought that they were simple enough for a third grade class but also gave me as the teacher insight to what they understand. I wanted to see if they saw the deeper meaning and importance behind the objectives instead of just the right math answer. (Kubiszyn, 2009)

Kubiszyn, Tom (2009, 10). Educational Testing and Measurement: Classroom Application and Practice. VitalSource Bookshelf. Retrieved from http://online.vitalsource.com/books/9780470571880/page/157

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