Salem Teske

FRIT 7236
KA Part 4
Part 4: Performance Assessments
First Grade Writing

Objective 1: Students will be able to identify and describe the stages of the frog life cycle
through writing informative/explanatory texts.

Task 1: Think about everything we have read and discussed on how a frog develops through the
frog life cycle. Describe in detail each stage and explain the meaning of life cycle.

Be Sure To:
 State your topic
 Write facts and details about your topic
 Include vocabulary from the text
 Give an ending sentence
 Use capital letters where you should
 Spell words correctly
 Use correct punctuation
 Write in complete sentences

Level and type: Students are required to understand procedural knowledge

Objective 2: Students will be able to formulate and support an opinion through writing an
opinion piece.

Task 2: Think about everything we have read and discussed on Earth Day. What is the best way
to help the Earth?

Be Sure To:
 Introduce your topic
 State your opinion
 Provide reasons to support your opinion
 Give an ending sentence
 Use capital letters where you should
 Spell words correctly
 Use correct punctuation
 Write in complete sentences
Level and type: Students are required to evaluate and create procedural knowledge

Objective 3: Students will be able to focus on a topic, respond to questions, and implement
suggestions from peers to strengthen writing.
Task 3: Design your dream bedroom. Provide details about your bedroom and why you chose
your design. Draw a sketch of your bedroom to go along with your writing. Swap your bedroom
with a partner and critique if their writing matches their dream room.

Be Sure To:
 List furniture
 Choose a type of flooring
 Choose a wall paint color
 List accessories (lamps, pillows, rugs, etc.)

Level and type: Students are required to understand, apply, evaluate, and create procedural
knowledge

----------------Comments----------------------
- Good work here. Your objectives align with your assessment items.

Dr. A
10-08-2018

Assessment Plan

Reliability: Reliability is the degree to which students’ results remain consistent over
replications of an assessment procedure (Brookhart & Nitko, 2015). To ensure reliability of these
assessments, rating scales will be created. Rating scales will be created as a team so each teacher
is evaluating students in the same way. Checklists are already included in each performance task
to clearly state the requirements of the task. The rating scales will be used to evaluate if students
are able to apply their knowledge through different kinds of writing pieces.

Validity: Validity is the soundness of your interpretations and uses of students’ assessment
results (Brookhart & Nitko, 2015.) To ensure validity of assessments the Georgia Standards of
Excellence will be used to determine if the tasks are appropriate and align to the standards.
Students’ scores from the rating scales will also be evaluated to guarantee appropriateness,
alignment, and understanding of the content being taught.

Differentiation of instruction: Differentiation of instruction is when a teacher tailors instruction

to fit the individual needs of students. A teacher can differentiate the content, the process, or the
product to meet students specific needs. When completing assessments, students who receive
accommodations can have the questions read aloud, have directions repeated, or have
directions/questions explained in simpler terms. Students who receive modifications for written
responses can answer the questions aloud, and then have an adult record their answers. Students
can also use text to speech capabilities on a computer to construct a writing piece.

Improving student learning: Students’ learning can be improved by using assessment

blueprints, rubrics, and rating scales when creating summative assessments. This will ensure the
reliability and validity of these assessments. Upon reviewing students’ scores of formative
assessments, the need for reteaching opportunities will be provided. Opportunities for more
hands-on learning practice activities like drawing, creating, and experimenting will aid in
student’s overall comprehension of the material.

Improving future assessments: Improving future assessments is crucial for the reliability and
validity of assessments. There will always be opportunities to improve assessments when using
assessment blueprints to create assessments and continuously evaluating students’ scores.
Comparison of students’ scores with the overall performance of the grade level and
conversations with team members will promote the changes that need to be made to improve the
current assessments. Including clear rating scales or rubrics will assist students in their
understanding of the rating they received on the assessment.
----------------Comments----------------------
- Nicely done here. Your objectives align with the assessment items, you provided required
descriptions of your terms, and the differentiation of instruction and improvement plan are
feasible and actionable.

Dr. A
10-08-2018