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One of the most important aspects of being an educator is the teaching and learning

process. Additionally, being able to accurately assess student learning is essential. There are
many ways in which an educator is able to assess learning including, summative assessment,
formal assessment, informal assessment and formative assessment. In Clarks article on
formative assessment, he says, rookhart attempted to answer the !uestion "what
is formative assessment#" in a single sentence when she wrote,
"formative classroom assessment gives teachers information for instructional decisions and
gives pupils information for improvement" $%&&', p. ()*. rookhart captured three key
elements of the formative assessment process+ it informs teaching practice, instructional
decisions are made based on this information and students receive scaffolded assistance on
how to improve their work., $Clark, %&-&*
.sing the formative assessment model, an Interdisciplinary unit was designed in
both /anguage Arts and 0ocial 0tudies. The Ob1ective2 3 Outcomes of the units are as
follows+ /anguage Arts 4 0tudents will be assessed on a variety of methods including5 writing
to pen6pals, oral presentation and creative writing with global themes. 0ocial 0tudies+ 4
0tudents will learn the differences between schools around the world. 0tudents will also study
geography by identifying the location of the schools mentioned in the te7t. oth oral and
written products, non6verbal assessments as well as 8696/ chart will be used as formative
assessments.
0tudents will show their knowledge in the 0ocial 0tudies unit by using the :;ictorial
;roducts< strategy during the mapping continents activity. This assessment was chosen
because it elicits student<s responses without the direct use of verbal language. This allows
students with limited speaking ability to show their understanding in an alternative way. The
8.9./ chart activity will enable the teacher to gain awareness into the student<s previous
back6round knowledge and allow the students to show the material learned by assessing their
final product. =or the advanced section of /anguage Arts unit, students will be assessed on
:Oral 9ritten ;roduct<. In this case, students will use a series of strategies in order to
complete a letter to a pen pal. The :Oral 9ritten ;roduct< assessment was chosen at this stage
because it encompasses pre6writing activities, brain6storming, outlining, discussion and peer6
review allowing students knowledge to be assessed in an assortment of ways.
>rade level+ ?
th
grade /anguage level+ Advanced
Assessment @escription+ 0tudents will be assessed on the following key elements of writing.
Ideas, formatting, envelope labeling, sentence 3 paragraph structure, grammar 3 spelling and
content accuracy.
Ob1ectives2Outcomes ( ) % -
Ideas+
0tudents will be able
to fully define and
e7press their ideas in
a coherent manner
e7hibiting
knowledge of
sentence structure,
paragraph flow and
organiAation.
Ideas were
e7pressed in an
organiAed
fashion. Bas
well defined
topic. Coherent
paragraphs and
sentence flow.
Casy to
understand what
the letter was
about.
Ideas were
e7pressed in a
comprehensible
manner.
Delationship
between
sentences and
idea lacks
organiAation 3
could have been
better.
Ideas were
organiAed, but
were lacking in
transitions
between ideas
and paragraphs.
It took more
than one reading
to figure out
what the letter
was about.
The letter is a
collection of
unrelated
sentences. /ittle
or no
introduction,
paragraphing
and ending. It
was very
difficult to
figure out what
the letter was
about.
=ormat+
0tudents will show
their understanding
of letter formatting
creating a fully
comprehensible
letter not including
but not limited to,
and opening
introduction, )
paragraphs and a
concise closing.
Complies with
all the
re!uirements for
a friendly letter.
Including an
opening
introduction,
more than %
paragraphs and
a closing.
Complies with
partial
re!uirements for
a friendly letter.
Includes an
opening, a
minimum of tow
paragraphs and
a closing.
Complies with
less than %
re!uirements for
a friendly letter.
/ittle or no
introduction,
less than two
paragraphs,
lacking a
closing.
Complies with
less than % of the
re!uirements for
a friendly letter.
/ittle or no
introduction and
closing
0entences 3
;aragraphs+ 0tudents
will demonstrate
clarity in their
writing using well6
constructed
paragraphs and
sentences. Clear
transitions between
paragraphs,
sentences and ideas.
0entences and
paragraphs are
complete, well
constructed and
of varied
structure.
All sentences
are complete
and well
constructed $no
fragments, no
run6ons*.
;aragraphing
has less than E
mistakes.
0entences are
complete and
well
constructed.
Containing no
fragments, no
run6ons.
;aragraphing
has a ma7imum
of E mistakes.
0entences
contain
fragments or
run6on sentences
OD
paragraphing
has more than E
mistakes.
>rammar 3 spelling
$conventions*+
0tudents will use
peer review
strategies to correct
spelling and
grammar errors.
9riter makes no
errors in
grammar or
spelling.
9riter makes -6
% errors in
grammar and2or
spelling.
9riter makes )6
( errors in
grammar and2or
spelling
9riter makes
more than (
errors in
grammar and2or
spelling.
Content Accuracy+
0tudents will use
information in their
letter containing
related and accurate
information from the
reading.
The letter
contains at least
E accurate facts
about the topic.
The letter
contains )6(
accurate facts
about the topic.
The letter
contains -6%
accurate facts
about the topic.
The letter
contains no
accurate facts
about the topic.
Cnvelope+ 0tudents
will be able to
correctly address
their international5
letter using accurate
formatting,
addresses, and
country postal codes.
Complete,
accurate return
address and
recipient
address.
Addresses in
correct
positions.
Complete,
accurate return
address and
recipient
address.
;osition needs
ad1ustment.
-6% errors in
return address.
Decipient
address is
correct.
Addresses are
incomplete
and2or
inaccurate.
>rade level+ ?
th
grade /anguage level+ eginner 4 Intermediate
Assessment @escription+ 0tudents will be assessed on measurable improvement in the following
key elements of writing. Ideas, formatting, envelope labeling, sentence 3 paragraph structure,
grammar 3 spelling and content accuracy. 0tudents will also be assessed on other elements
outside of writing such as, non6verbal assessment through picture matching activities, creating an
image of a county on a card and creating a 0CO;C poster.
Ob1ective2Outcome+
0tudents will be able to correctly write a letter to an
international pen pal. The completed letter should show
marked 3 measurable improvement from their previous
letter writing.
Activity+ 9riting to an International
;en6;al
;en6;als Cards+
The teacher will review the idea of a ;en ;al and read an
e7ample letter with the student. The teacher will ask the
student !uestions about the letter and what they liked about
the letter. The teacher and student will work together to
construct a basic outline of a letter. The teacher will then
show the student selected pictures of the countries from the
te7t and ask student to select the country where their pen
pal is from to check for understanding. To arouse the
student<s interest the student will be asked to draw a picture
of the country. The teacher will model how to fold picture
into a card. Once a basic card has been made, the teacher
and student will work together on formatting paragraphs
and sentences. 9hat types of information should they give
their pen pals# 9hat !uestions should they ask# The
teacher will provide assistance to the student while they
write their first draft. After the teacher and student edit and
revise the letter, the student will write the information on
the inside of their card. Once the card is finished, the
teacher will show the student a completed labeled envelope
and ask !uestions to illicit responses such as :can you show
me where the stamp goes#< 3 :where does your name go<
etc. The students 3 teacher will work together to label the
envelope. If the student re!uires further intervention, the
teacher will implement os 3 Faughn<s :Gemory @evice
to assist with proofreading<
Intervention+ A Gemory @evice to
Assist with ;roofreading. $os 3
Faughn, %&&%*
The teacher will work with the student to create a personal
poster to be put used by the students summariAing the
0CO;C proofreading elements as described by 9right in
his article :9riting Interventions that really work<, $-*
0pelling+ Are my words spelled correctly5 $%*
CapitaliAation+ Bave I capitaliAed all appropriate words,
including first words of sentences, proper nouns, and
proper names#5 $)* Order of Him 9right.
www.interventioncentral.orgwords+ Is my word order
$synta7* correct#5 $(* ;unctuation+ @id I use end
punctuation and other punctuation marks appropriately# $E*
C7pression of complete thoughts+ @o all of my sentences
contain a noun and verb to convey a complete thought#,
$9right, %&-%* The teacher and student will then review the
0CO;C proofreading steps by rewriting a draft letter to
their pen pal and evaluating their sample letter with the
0CO;C poster. 9hen the students appears to understand
the use of the 0CO;C plan, the teacher will ask the student
to utiliAe this plan in order to proofread all written
assignments in the future in order to assess the
effectiveness of the intervention. The teacher will use the
information to pinpoint the areas where the student may
re!uire further attention.
References:
9right, H. $%&-%*. 9riting interventions that really work.Interventioncentral, Detrieved from
http+22www.1imwrightonline.com2pdfdocs2AI2wrightJwritingJintvs.pdf
Clark, I. $%&-&*. =ormative assessment+ "there is nothing so practical as a good
theory. Australian Journal of Education, E($)*, -. Detrieved from
http+22search.pro!uest.com2socialsciences2docview2K-L-K)-L%2-)EC)-C%%-E&CE'(
LE2%#accountidM)-?K)