Assessment Plan

Assessments Used

Assessment Assessment Tool Scoring Procedure Mode Goal

Type

Formal Style Pre Assessment Complete a Scored upon Written Task 2

Pre- worksheet completion
Assessment Student answers were
assessed based on a
key.

Central Idea Formative Complete a Checks & Circles* Written Task 1

Organizer graphic
(“Selfie organizer
Organizer”)(pre-
corrections)

Central Idea Formative Complete a Checks & Circles* Written Task 1

Organizer graphic
(“Selfie organizer
Organizer”)
Corrections

Exit Ticket Formative Fill out an Checklist Written Task 2

exit ticket/
answer
questions

“Formal vs Formative Identify type Self Self 2

Informal” of writing Assessment
worksheet style

PB&J Formative Write out a Self Correct Written Task/ 2

Instructions corrected Self
passage Assessment

Book Talk Formative Verbal Rubric Conversation 3

Conference conversation

Book Talk Summative Give a Rubric Observation 3

presentation

Central Idea Summative Complete a Checklist Written Task 1

Organizer graphic
(“Selfie organizer
Organizer”), with
POST corrections
Corrections
Figure One: Figure One shows the assessments used within this work sample.
 * Checks and Circles is a method used by my mentor. A check means that something is
good to go; a circle means that something is missing from an answer. This helps to
guide students towards correcting their answers. Ultimately, the checks and circles was
based off of a checklist of items that students needed to accurately include on their
central idea organizers.

Modes of Assessment

Throughout this work sample, there are multiple methods and modes of
assessment used, and that does not refer to just pre, formative, and summative. Multiple
methods and modes also refers to ​how​ the assessment is given to students. This can
include a verbal conversation, a self assessment, observation, written tasks, and
performance based tasks. This assessment plan includes several of the above:
conversational, student self-assessments, observation, and written tasks. Specific tasks
are marked in the graphic organizers to match those labels.

Alignment of Goals

Throughout this work sample, students are working on mastery of three specific
goals:

1. Students will be able to accurately craft a central idea statement using at least
three pieces of supporting evidence from a given article.
2. Students will be able to apply formal writing style to craft an informational essay.
*
a. Students will be able to accurately differentiate between formal and
informal writing styles.
b. Students will be able to recall and define, identify, and record
characteristics of formal writing style.
3. Students will be able to give a formal presentation on a book of their choosing.
a. Students will be able to identify the title, author, and genre of their chosen
book.
b. Students will be able to accurately connect their chosen book to a
previous learning target.
c. Students will be able to present their work to the class in a clear and
precise manner.
To master these goals, student progress is measured with assessments. The chart above,
Figure One, identifies which goal each of these assignments is working towards. By having
each of the assessments working towards a specific facet of a specific goal, student progress is
able to be accurately measured in a timely manner. This means that understanding of student
learning can always be referenced and used for planning for instruction. By having this ability to
align with specific learning goals, students are also being given timely feedback on how they are
progressing towards their learning goals. For example, with each iteration of the central idea
organizer, students knew what they needed to work on to achieve mastery. Students did not
receive a grade in powerschool until they completed all of their necessary corrections. They
would instead, get a check or circle feedback, with notes from me on what they needed to work
on. This kept students grades from tanking when in reality, students are just learning. This
allows students to have feedback and learn without the sole pressure of failing ELA class.

Assignments on an Ongoing Basis

There are several pieces of each learning goal that are being assessed on an on going
basis. This work sample lands right at the beginning of formal style, while it lands at the end of
central idea. It also lands on an independant Friday, which happens to be a Book Talk Friday.
Book talk Fridays are an ongoing goal that students are working towards throughout Trimester
Two. Central Idea was pre-assessed through a pre-assessment in Early February through a
written pre-assessment. By ensuring that a pre-assessment was done, this assessment data
from the end of this work sample will help to inform what type of progress that students made on
that target and learning goal. Thinking on a continuing basis, students took the pre-assessment
for formal writing style during this work sample. Students will continue working on formal style
and the completion of this learning goal upon their return to school.*

* There are current worldwide pandemic circumstances keeping students out of school.