Task 1: Planning for Assessment

Standard 1: SC.2.P.8.Su.1 Identify objects by observable properties, such as size, shape, and
color.
• Bloom’s Level: Understanding factual knowledge.
• Justification: This standard is applying factual knowledge, because the student is
expected to know the colors and shapes and identify objects by these properties. The
students are not simply being asked to know these properties, they must also be able to
identify objects by the properties. They are applying the knowledge of these properties
to specific objects.
• Measurable Objective: SWBAT select objects by their description. ??

Standard 2: SC.2.P.9.Su.1 Recognize changes in observable properties of materials.

• Bloom’s Level: Applying factual knowledge.
• Justification: This standard is applying factual knowledge because the student is asked
to recognize the changes made to materials based on observable properties. These
properties are usually size, color, or shape. The student must be able to recognize what
the material was like before the change, what it was like after the change in order to
recognize that the change occurred. Therefore, the students are applying their knowledge
of the properties to recognize a change.
• Measurable Objective: SWBAT recognize changes in matter by describing the
observable properties of materials.

Standard 3: SC.2. P.8.Su.2: Recognize water in solid or liquid states.

• Bloom’s Level: Applying factual knowledge.
• Justification: This standard is applying factual knowledge because students will be asked
to distinguish between water in a solid or liquid state in a number of situations. Water as
a liquid and solid is an unchanging fact. Students must recognize water in both states
using their knowledge of this fact.
• Measurable Objective: SWBAT distinguish between water in a solid or liquid state.
Standard 4: SC.2. P.8.Su.5 Recognize different volumes of liquids in identical containers.
• Bloom’s Level: Understanding factual knowledge.
• Justification: This is understanding factual knowledge because the student is being asked
to see and understand that in identical containers, different amounts of liquid will
measure as different volumes. The standard asks that students just recognize this. In
order to do so, students will have background knowledge and understand that volume is
a measurable value, so a different amount of liquid in each container would equate to a
different volume for each container.
• Measurable Objective: SWBAT recognize different volumes of liquids in identical
containers.
How I Will Teach the Material
I will begin the unit by discussing the basic concepts of matter and further into the
discussion of solids only. Students would have already been expected to sort objects by
observable properties such as color, size, and shape. For this lesson, the students would go on a
scavenger hunt to find two objects that are described by color, size, and shape. The students
would find the objects in the classroom. This would help them recognize these properties and
begin with generalizing the way we make observations about objects. Another lesson I would
teach is related to how solids can change. I would demonstrate this by ripping a paper in half.
The change is made, and it can’t be easily undone. The size of the object changed as well as the
shape. The students would replicate this and recognize that a change occurred, the paper became
smaller and changed shape.
Then, we would discuss the change that occurs when an object changes from a solid to a
liquid. The best example of this would be water and ice. The students would see that the shape of
the object (ice) changes to water when it melts, and that water turns into ice when it freezes. The
students would be expected to recognize water in the liquid and solid states and distinguish
between the two. This modeling would show the students how the change occurs and help them
understand that ice and water are the same, but one is a solid and one is a liquid. Finally,
pertaining to liquids, the students would be exposed to observing volumes of water in cups, and
recognizing if the volume of the liquid is the same or different. I would demonstrate this by using
identical cups and filling them with different or the same amount of water. This would show the
students what same and different look like when presented with liquids in identical containers.
Two Formative Assessment Ideas
First, I would use formative assessment to determine if students are understanding
different colors, shapes, and ways to describe size. I would use within-lesson observations to
determine if students are finding the correct objects based on their clues. If some are not
meeting this requirement, I will continue to review these properties and describe objects using
these properties as concrete examples. This assessment would help to ensure that the students
meet the first learning objective of describing objects by size, shape, and color.
Another example of formative assessment I could use is with the terms “same” and
“different”. Before the lesson teaching about same and different volumes, I would have the
student sort same and different object pictures using a t-chart. This would show me that the
students understand the words same and different and how to apply them to describe objects. I
can then decide to spend more time on the material and talk more about “same” and “different”.
This would help to ensure that the students meet the fourth learning objective, which involves
identifying same and different volumes in identical containers.
One Summative Assessment Idea
For the summative assessment, I plan to have the students take a short test. Even though
a summative assessment does not always have to be a test, I feel that this is the best way to get an
understanding of the student’s learning and progress towards meeting the learning objectives. In
addition, because students will have to take the FSAA Science towards the end of elementary
school, it is good to get them prepared by using short assessments at the end of units following a
similar format. This assessment would allow me to cover all of the standards the unit covered.
The questions on the assessment would include all of these standards. For example, a question
related to objective one would ask that the student identify the object (a picture) that is red and
small from a field of three. Another example of a question on the assessment is related to
objective three, which might ask students to label a picture (of water or ice) as a solid or liquid.
In summary, I feel that this is the best way to assess these standards because the assessment can
be catered to individual student accommodations and could serve as preparation for the FSAA.
Stephanie Albero

EDF 4430

ePortfolio – Critical Tasks

Task 2 Constructing a Performance Assessment

Standards – (Access Points 2nd Grade Standards)

SC.2.P.8.Su.1 Identify objects by observable properties.

SC.2.P.9.Su.1 Recognize changes in observable properties of materials.

Assessment on the following page:

- Students will be provided with a bucket of objects, including the 10 that are listed below.
- Students will take approximately 10 minutes to complete this task.
- With adult support (as outlined by the standards –Su), the student will point to or find the
object to match the description
- More detailed instructions would be given orally, as this is most developmentally appropriate.
 Science Scavenger Hunt

Instructions: Find the object that the question describes.

Materials: You will need your bucket of items (truck, balloon, paperclip,

coin, sponge, ball, marker, fabric, paper, Lego block)

This assignment is worth 10 points.

1. Find the blue object.

2. Find the object that is ripped.

3. Find the object that is wet.

4. Find the small object.

5. Find the object that looks like a circle.

6. Find the object that is a cube.

7. Find the object that is cut.

8. Find the red object.

9. Find the object that is popped.

10. Find the BIG object.

Picture Supports:
 Rubric:

Criteria 0 pts 1 pts 2 pts

Identify the correct Student did not attempt Identified objects with 2 Identified objects with 1

objects by size or identified objects errors or no errors

with 3+ errors

Identify the correct Student did not attempt Identified objects with 2 Identified objects with 1

objects by color or identified objects errors or no errors

with 3+ errors

Identify the correct Student did not attempt Identified objects with 2 Identified objects with 1

objects by shape or identified objects errors or no errors

with 3+ errors

Identify the correct Student did not attempt Identified objects with 2 Identified objects with 1

objects that went or identified objects errors or no errors

through a change with 3+ errors

Reflection:

The performance assessment I’d use to assess these two standards involves creating a

scavenger hunt for random sets of objects described to the student. This activity would assess the

students’ abilities to determine what an object is based on its description. For example, the

student would be asked to simply identify an object by characteristics like size, color, or shape.

“Find the object that is blue”; “Find the object that is a circle”; etc. It also assesses their ability to

identify an object when it has gone through a change. “Find the wet object”; “Find the object that

has been ripped”. This assessment aligns with the standards because the taxonomy level asks that

the student simply identify objects based on these criteria. Though this rubric might seem too

simple, the standards being assessed are classified on the lower end of taxonomy levels. Even

though a teacher might extend students’ learning; properly assessing the standard alone would

involve having the student only identify objects based on observable characteristics, like the

standard says. In an access points classroom, this is what would typically be used to determine if

the student is making adequate progress towards the objective.

If this assessment were to be given in the classroom, a number of

accommodations/differentiation could be planned for to ensure that every student has equal

access to meeting the standards. On the students’ IEPs, accommodations are used daily to ensure

this as well. For example, since the assessment is covering science standards involving

identifying objects by their properties, a student that cannot read would not be expected to read

the instructions. An accommodation on their IEP might be oral directions. Furthermore, the

standards listed above are for the “supported” level of the Access Points standards, which means

that the student is expected to meet the standards with support. Included on the assessment

directions are picture supports for those words that are more difficult to read, or difficult to
understand without a picture support. These supports are given in order to give all students

access to the standards. Additionally, I would definitely choose to adapt the rubric as well to

meet the needs of the students so that they understand the expectations and how they are being

graded. One example would be the use of a J/ K / L rubric or “Yes” or “No” criteria. These

would be things determined with very specific students in mind.

 Task 3

1. Create a Table of Specifications.

Content Understanding Applying Total Percentages

SC.2.P.8.Su.1 Identify objects 3 - 3 20

by observable properties, such
as size, shape, and color.
SC.2.P.9.Su.1 Recognize - 3 3 20
changes in observable
properties of materials.

SC.2. P.8.Su.2 Recognize 2 3 5 30

water in solid or liquid states.

SC.2. P.8.Su.5 Recognize 4 - 4 30
different volumes of liquids in
identical containers.
Total 9 6 15 -

Percentages 60 40 100

The following are the selected response questions I would use to assess the students’ learning on
the 2nd grade Access Points science standards. In the classroom, I would give students supports
according the accommodations they receive for testing on their IEPs. My mentor teacher has
access to a program called BoardMaker that would supply the pictures that I used in some of my
questions. This is something that we have used to create other assessments. Another
accommodation that students receive in their IEP is extended time on tests. This means that they
can take as long as they need to finish a test. I took those things into consideration when
designing the assessment.
 End of Unit Test
This test is worth 15 points. You will receive 1 point for each question you answer correctly.
You will have 30 minutes to take the test and more time later if needed.

Instructions: Circle the best option (A, B, C, D).

1. Circle the green object. (1pt)

A. B. C. D.

a. SC.2.P.8.Su.1 Identify objects by observable properties, such as size, shape, and color.

This question aligns with the standard because students are being asked to identify an object

based on an observable property (color).

b. Understanding factual knowledge

2. Circle the picture that shows a change in size. (1pt)

A. B. C. D.

a. SC.2. P.9.Su.1 Recognize changes in observable properties of materials.

This question aligns with the standard because the student is being asked to show that the know

the difference between a change in size versus a change in shape or color. The pictures represent

that change (painting=change in color, food dye=change in color, squish= change in shape,

tear=change in size)
 b. Applying factual knowledge

3. Pick the photo of water in a solid state. (1pt)

A. B. C. D.

a. SC.2. P.8.Su.2 Recognize water in solid or liquid states.

This question aligns with the standards because the student is being asked to identify which

picture is water in a solid state. The pictures give concrete representations of each word.

b. Applying factual knowledge

4. Use the picture to answer the question. Circle the correct answer. (1pt)

The liquids in these containers

A. are the same volume

B. are different volumes

C. are the same size

D. cannot be determined from the photos

 a. SC.2. P.8.Su.5 Recognize different volumes of liquids in identical containers.

This question aligns with the standards because the student is being asked to recognize that

liquids are measured by volume (which is why C is wrong), and understand that the volume of

the liquid in the containers are the same.

b. Understanding factual knowledge

5. Use the picture to answer the question. Circle the correct answer. (1pt)

The liquids in these containers

A. are the same volume

B. are different volumes

C. are the same size

D. cannot be determined from the photos

a. SC.2. P.8.Su.5 Recognize different volumes of liquids in identical containers.

This question aligns with the standards because the student is being asked to recognize that

liquids are measured by volume and understand that the volume of the liquid in the containers

are different.

b. Understanding factual knowledge

Instructions: Circle T (true) or F (false)

T F 6. Size is a way to identify objects. (1pt)

a. SC.2. P.8.Su.1 Identify objects by observable properties, such as size, shape, and color.

This question aligns with the standards because it is asking the student to first know that size is a

way to identify an object. This is what the standard asks the student to do. This question assesses

whether or not they are understanding that size is a way to identify an object.

b. Understanding factual knowledge

T F 7. Ripping paper changes the paper’s size. (1pt)

a. SC.2. P.9.Su.1 Recognize changes in observable properties of materials.

This question assesses the standard because the student is being asked to understand that a

paper’s size changes when it is ripped. This involves applying the knowledge of “change in size”

to a specific example, ripping paper.

b. Applying factual knowledge

T F 8. This picture shows water as a solid. (1pt)

a. SC.2. P.8.Su.2 Recognize water in solid or liquid states.

This question aligns with the standard because students are given an example of water in a liquid

state and they are being asked to recognize that this is false, and that the picture shows water in a

solid state.
 b. Applying factual knowledge

T F 9. This picture shows water as a liquid. (1pt)

a. SC.2. P.8.Su.2 Recognize water in solid or liquid states.

This question aligns with the standard because students are given an example of water in a liquid

state and they are being asked to recognize that this is true, the picture does represent water in a

liquid state.

b. Applying factual knowledge

T F 10. Volume measures liquids. (1pt)

a. SC.2. P.8.Su.5 Recognize different volumes of liquids in identical containers.

This question aligns with the standard because the students will need to understand that volume

is a measure of liquids. They should be able to identify that this is a true statement.

b. Understanding factual knowledge

Instructions: Fill in the blank. (1 point each)

11. Size, shape, and color are ways to _. ______ an object. (1pt).
a. SC.2. P.8.Su.1 Identify objects by observable properties, such as size, shape, and color.

Students will learn about the word observe or describe to answer this question. They will know

that they can observe and/or describe an object by properties such as size, shape, and color.
 b. Understanding factual knowledge.

12. Write if the change was made to the object’s size, shape, or color.

This picture shows a change in ______________

size/shape/color
. (1pt)

a. SC.2. P.9.Su.1 Recognize changes in observable properties of materials.

This question aligns with the standard because the student is being asked to identify if the change

made impacted the object’s size, shape, or color. They are being asked to recognize this change.

b. Applying factual knowledge

13. Glaciers are an example of water in a _________ state. (1pt)

solid/liquid

a. SC.2. P.8.Su.2 Recognize water in solid or liquid states.

This question aligns with the standard because the student is expected to know that the example

is water in a solid state. They are expected to recognize water in a solid state.

b. Applying factual knowledge

14. Rain is an example of water in a _________

solid/liquid
state. (1pt)

a. SC.2. P.8.Su.2 Recognize water in solid or liquid states.

This question aligns with the standard because the student is expected to know that the example

is water in a liquid state.

b. Applying factual knowledge

15. The volume of the two containers are _.the same/different

_______ . (1pt)
a. SC.2. P.8.Su.5 Recognize different volumes of liquids in identical containers.

This question aligns with the standard because the student is asked to look at the picture and

recognize that the volume of the two containers are the same because they are in identical

containers and the liquid visually comes up to the same point in the container.
b. Understanding factual knowledge
Stephanie Albero

EDF 4430

ePortfolio – Critical Task 4

ESOL Student: Laura

Assessment: Task 2: Performance Assessment

Recommended Accommodations:

1. Modeling

Modeling would be very helpful for the student so that she can concretely see what is expected

of her. Teacher and peers can model the activity. The article says that modeling is a strategy

teachers should use for students in the pre-production stage.

2. Use of pictures

The assessment in question uses pictures as supports for finding some of the objects. However, I

believe that the use of pictures for the instructions (for example: a girl grabbing an item out of a

bucket) would help the student understand the instructions and what is expected of her. Using

pictures also does not require the student to read or listen to verbal instructions in English

3. Simplified language

This is a strategy recommended in the article that is appropriate for students in the pre-

production stage. For this assessment, instead of asking “find the blue object”, the teacher might

point at the objects and use a picture of the color blue while saying the word “blue”. The student

would still understand that they are supposed to look for the blue object, without having to

interpret more complex English sentences.