PERFORMANCE BASED ASSESSMENT

Planning Worksheet, Data Summary and Data Analysis Sheet

Teacher Candidate __Nicole Hart_________ Course/Section _________Science__________

Cooperating Teacher/Grade Level ___Mrs. Heinly_______ Total Students ____18________
Supervisor ___Dr. Varano___________Semester/Year __Fall 2021___________________
Unit Topic ____Animal Adaptations_____________

1. List (bulleted) the content and/or process standards you’ll be assessing with your authentic
assessment.
• 3.1.2.C2
• 3.1.4.C4
• 3.1.4.A1
• 3.1.4.A5
• 3.1.4.A9
• CC.1.2.4.A
• CC.1.2.4.C
• CC.1.2.4.E

2. Design performance based task and accompanying rubric, aligned to these content
standards. Check the district objectives (based on the district’s curriculum framework).
*Rubric Attached
3. Prior to administering the authentic task, set your proficiency levels.
For instance, what will constitute “Target”, “Acceptable” and “Unacceptable”? Please list
proficiency levels below. Attach a copy of the task and rubric.
• Target = 18 points-20 points
• Acceptable =15 points-17 points
• Unacceptable =Below 15 points

4. Administer the Authentic Assessment and assess its results. Record the results below.

Authentic Task
Target Acceptable Unacceptable Total
Number
of 7 10 1 18
students
% % % %
% of students 37 52 5 100

5. Given the authentic task data, please analyze the following:

• Student Strengths:
The students all understood the concept of animal adaptations, and this was proven
through this performance-based assessment. With these students I’m finding that their
writing, for the most part, is below grade level, but they did well with sentence
structure. Most wrote complete sentences and there were just 2 students who wrote
fragmented sentences.

• Areas of student struggle:

Spelling, grammar, and punctuation is a huge struggle for most of the students and this
is where they lost the most points. A large percentage of the students didn’t use capital
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 letters at the beginning of sentences, and they also failed to use punctuation. Lastly,
half of the students failed to follow the directions and lost points on this performance-
based assessment. They were asked to draw their animal creature in detail and label it
with the adaptations they had given it, which they didn’t do.

• Error patterns:
The error patterns were with the ELA portion of this lesson, specifically writing.

6. After reviewing the data, please describe your remediation plan for students who
demonstrated an unacceptable level of achievement? If all students achieved at the
acceptable level or above, please write a hypothetical remediation plan in which
you both anticipate what skills/concepts students MIGHT have difficulties
accomplishing/understanding and how you’d go about remediating. This might
include re-teaching (with different methodology of course!), adapting the materials,
adapting/revising the assessment, etc.

After reviewing the data, I saw that there was one student who is in need of
remediation. I plan to work with this student one-on-one during WIN (What I Need) at
the end of the day (2:30pm-3:15pm). This will give me an opportunity to reteach the
content. For this student, I plan on going over sentence structure and spelling, as well
as grammar and punctuation.

If there were students who didn’t understand the animal adaptations lesson, I would
reteach this by using more visual content and modify my teaching strategy by
addressing the learning gap. I would need to reteach the basic skills of animal
adaptations. This would include reteaching what an animal needs to survive in its
environment.

Animal Adaptations Creature Project Rubric

4- Excellent 3- Acceptable 2- Needs 1- Not

Improvement Acceptable
Sentence All sentences There are There are mostly All sentences
Structure are complete. mostly incomplete are incomplete
There are no complete sentences. Most and
fragments. sentences. sentences are fragmented.
There are fragmented.
little/no
fragments
Spelling, There are no There are less There are more There are more
Grammar and spelling, than 3 spelling, than 3 spelling, than 5 spelling,
Punctuation grammar, or grammar, or grammar, or grammar, or

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 punctuation punctuation punctuation punctuation
errors. errors. errors. errors.
Project Plan Plan is Plan is Plan is Plan is
complete and somewhat somewhat incomplete.
revisions have complete, but incomplete and
been made. not all the none of the
revisions have revisions have
not been made. been made.
Adaptations All 3 2 adaptations 1 adaptation is No adaptations
adaptations have been included and has have been
have been included and been accurately included and/or
included and are accurately described. accurately
accurately described. described.
described.
Drawings and The creature The creature The creature The creature
Labeling of drawings are drawings are drawings are not drawings are
Creature very detailed somewhat detailed and are not detailed
and properly detailed and missing 2 or and are not
labeled. All only have 2 more labels. labeled. All the
adaptations labels. Some Most adaptations are
have been adaptations adaptations are missing.
added. have been missing.
added.

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