COMPREHENSIVE UNIT AND ASSESSMENT PLAN 1

Comprehensive Unit and Assessment Plan

Nora Ramos

Azusa Pacific University

TESP 512: Science of Teaching II

Dr. Angela Guta

March 3, 2021
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 2

Abstract

This paper discusses a mathematics unit of measurement for first grade students. The purpose of

this paper is to use assessment data to guide instruction and create assessments that

accommodate the needs of all types of learners in the classroom, based on my three focus

students; Student A an English Learner (ELs), Student B a student with disabilities, and Student

C a foster child. In this paper it will be discussed the data collected from an pre-assessment and a

formative assessment that were administered during the delivery of two lessons. It will also be

discussed how modifications could be made to improve instruction to enhance the learning

experience of the students in the classroom.

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Table of Contents

Introduction…………………………………………………………………………………....pg. 4

Lesson Delivery and Assessment Administration……………………………………………..pg. 7

Assessments Results and Analysis…………………………………………………………….pg. 13

Reflection……………………………………………………………………………………....pg. 22

References……………………………………………………………………………………...pg. 25

Appendix A: Student A Pre-Assessment……………………………………………………....pg. 26

Appendix B:Student B Pre-Assessment………………………………………………....……..pg. 26

Appendix C: Student C Pre-Assessment……………………………………………………....pg. 27

Appendix D: Formative Assessment Results………………………………………………….pg. 27

Appendix E: Bar Graphs Comparing Pre-Assessment Results………………………………..pg. 28

Appendix F: Bar Graphs Comparing Formative Assessment Results………………………...pg. 28

Appendix G: Pre-Assessment Rubric………………………………………………………….pg. 29

Appendix H: Formative Assessment Answer Key…………………………………………….pg. 30

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Comprehensive Unit and Assessment Plan

Introduction

For my fieldwork I have been observing Ms. Padilla’s first grade classroom at Aurora

Elementary School, located in south Los Angeles from which 97.4 % of the students are from

low-income backgrounds and 41.3 % of the students are English Learners (www.cde.gov). The

classroom I am observing has 21 students, all from hispanic backgrounds. The classroom has

only one teacher and she teaches in Spanish and English, since her classroom participates in the

Dual Language program. Currently, because of the pandemic the students are learning virtually

since March of 2020 and her attendance daily is on an average of 20 students per day. The

classes begin at 9:00 am and end at 1:40 pm, during this time the students work synchronously as

well as asynchronously, they also take recess, lunch, and they also have physical education

everyday. Most of the students, if not all, have their cameras on throughout the day and usually

participate throughout the lessons. According to the host teacher, she has a mixture of academic

level amongst her students, some have a high fluency level whereas others need extra support

and practice to improve their reading abilities.

Fifteen of the 21 students in the classroom I observed are considered English Learners,

which is why the host teacher applies a lot of strategies for EL students throughout her lessons.

Though many of her students are EL, their academic level is not the same for all. For example,

there are students who are good readers and there are some who have low fluency levels. There

are students who are good at math and there are other students who are struggling to grasp the

concept being taught. Some of the students in the classroom are good communicators but there

are also other students who have problems with communicating their thoughts and feelings, and
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 5

some of these students need speech therapy. The classroom is very diverse in learning abilities,

learning preferences, and language abilities.

During my observations I have identified three focus students; Student A who is an

English Learner, Student B who is a student with autism, and Student C who is a foster child that

lives with his grandparents. Student A came from El Salvador nearly two years ago and his

English proficiency is in level 2 based on English Language Proficiency Assessment for

California (ELPAC) scores, however he still participates during lessons even when they are in

English. Through participation the host teacher has been able to observe that Student A is

improving on his ability to understand and speak English. The host teacher states that some of

the ways Student A struggles accessing the curriculum during English days is that many of the

math word problems given do not have visuals, so she knows that he struggles with homework

because he does not understand the word problems entirely and his parents do not speak English

to be able to translate for him (Personal Communications, Margarita Padilla, February 11, 2021).

Another struggle is that some of the assessments and instructions on the resources they use

outside of class are in English and he is not able to understand, therefore, he does not use such

resources/tools to help him improve his English ability. According to the host teacher some of

the accommodations she has made for Student A is to let him answer in Spanish, but she always

encourages him to eventually try it in English, she also offers extra support such as scaffolding,

sentence starters, word banks, visual representations, etc.

The other focus student I have identified is Student B who is a student with autism, he

also has an Individualized Education Program (IEP). He struggles with his attention span,

especially since going virtual he often gets distracted and loses interest quickly. One way that

Student B struggles accessing the curriculum is that during lessons he gets frustrated when he
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 6

feels he can’t keep up with the lessons, he gets discouraged when he doesn’t get the right answer

and chooses not to participate anymore. Some of the modifications the host teacher has made for

him are to give him extra breaks when he needs them, she allows for him to briefly turn his

camera off during lessons whenever he needs a break, she lets him work at his own pace and she

tries not to give him too much work, yet she still has the same expectations for him as she does

for the other students, she also either has shortened the assessments or provides extra time to

complete them (Personal Communications, Margarita Padilla, February 11,2021).

The last focus student observed is Student C who is a foster child that lives with his

grandparents. Student C’s grandparents do not only foster him, they also foster four more

children who are related to Student C; therefore his environment seems to be a little busy at

times. According to the host teacher, he struggles accessing the curriculum when he doesn’t have

the attention from his grandparents to help him, he sometimes struggles socially-emotionally

which affects his learning. Some of the accommodations the host teacher has made for Student C

is that she allows him to have his microphone and camera off when he needs to. The host teacher

also keeps in contact with his grandparents and makes herself available for when they need help

with technology and extra resources. The host teacher makes sure to encourage Student C to try

his best and she recognizes and praises him when he is working hard, and he makes

improvements on his learning. The most important objective the host teacher does for these three

focus students and for all students in her classroom is to create a safe learning environment

where the students feel comfortable expressing and being themselves.

The unit plan that I am creating is designed with the demographics of the students in my

observation classroom in mind. The assessments, the activities, the pedagogical models used in

this unit lesson plan are specifically designed to target all the students in this classroom. The
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 7

comprehensive unit consists of three lesson plans for a math lesson. I will be teaching two

lessons on measurement based on the Common Core standards for first grade.

For the first lesson I will be reviewing concepts previously taught in other lessons, I will

also be teaching the students to differentiate the length between objects, and to use standard units

of measure to identify which path is longer. During this lesson I will be giving the students a pre-

assessment prior to teaching the lesson. As for the second lesson, the goal is that the students

learn how to measure objects using centimeter cubes, by the end of the lesson the students will

be able to use centimeter cubes to identify the length of any object. For this lesson I will be

giving the students a formative assessment through the Quizizz website. The goal for the third

lesson will be to read bar graphs and will learn how to interpret its data. For both of the

assessments I will be taking screenshots in order to obtain and keep data of their results. By the

end of the lesson the students will receive a summative assessment to test their understanding of

the unit taught to them.

The assessments used for this comprehensive unit are inclusive enough to accommodate

all the students in the classroom but most specifically the three focus students mentioned above.

Overall, the goal for these lessons is to create instruction that benefits all the students in the

classroom. My goal is that all the students benefit from these lessons and the strategies

implemented to enhance their learning experiences and meet the standards the students need to

learn. The data gathered from the assessments will be used to guide instruction and future

assessments.

Lesson Delivery and Assessment Administration

Lesson 1
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During week five I was able to teach a math lesson on measurement for the classroom I

have been observing. The lesson lasted for about one hour and 10 minutes and there were 19

students present, my three focus students were present during the lesson and so was the host

teacher. The lesson I taught was somewhat in the middle of the unit I had been planning, which

meant that by the time the lesson was taught the students had previous knowledge of

measurement. I also administered a pre-assessment before I taught the lesson which I have

reflected on and will address below. I also gathered some feedback from the host teacher which I

will briefly mention on my reflection of my teaching. Teaching this lesson helped me analyze the

importance of lesson planning prior to teaching and considering that not everything you plan for

will be successful or will go according to the plan.

This was my first time actually teaching a lesson to a full class which made this my first

actual teaching experience. Because this was my first teaching experience, I wanted to make sure

that I reflected on the lesson thoroughly which is why I took several notes right after I taught the

lesson and some during. One of the things that I noted about my lesson’s delivery is that it took

longer than anticipated to complete, which caused some of the students to lose focus. One of the

students that lost focus was focus student B who is a student with Autism. Almost towards the

end of the lesson, student B said “are we almost finished? Because I am bored and tired,” luckily

we were almost done with the lesson, so I didn’t lie to him when I told him we were almost done

but I still wanted him to listen and follow instructions. I thought I was making the lesson

entertaining and engaging for the students, but student B’s comment made me think that I need

to make changes, so I do not lose my student’s attention. So far, I have not concluded on the

changes I need to make for the next lesson I will be teaching, however, one thing I know for sure

is that I need to make my lessons shorter and not base it too much on the textbook, so the
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 9

students do not get bored. I also reflected with the host teacher on Student B’s comment and she

said that this is a common comment for him to say, especially when he doesn’t have a parent

sitting next to him making sure he is doing his work, she said I handled the situation correctly

and she would have said the same thing. Something I also struggled with is that I did not have

physical access to the book I was basing my lesson on. Neither did I have access to the student’s

textbook, so I had to screenshot and enlarge the pages from the digital textbook which made the

quality of the images a little blurry, and because I could not write on the book pages, I had to use

other digital resources to model for the students, but I believe the physical textbook would have

been better to make it more personal for the students. Something that worked well for my lesson

was the hook activity, which was a mini scavenger hunt, for this activity I asked students to find

two or three objects that were different in lengths and this got the students engaged in the lesson.

I noticed that my three focus students were able to participate in the activity and they were able

to understand the instructions clearly. My focus students were not the only ones engaged in the

hook activity, so were the other students in the classroom. As I was teaching the lesson, I

encouraged the students to participate and engage in the lesson and many of them were

participating when I asked them questions.

Assessment 1

During my teaching I also provided the students with a pre-assessment. This pre-

assessment was given before the lesson was taught. The assessment consisted of students

drawing two shapes that were different in lengths on their whiteboards, and at the end of their

drawing they needed to write the sentence “The______ is longer than the ______.” After the

students completed the assessment, I asked the students to place their whiteboards in front of

their cameras so I can screenshot their answers. I also had four students share their answers to the
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 10

whole class, three students volunteered, and I asked one of my focus students (student A) if he

wanted to share his answer so he did, and he appeared to understand the instructions because his

response was correct. It was important for me to know student A’s response because if he was

able to complete the assessment successfully it indicated that he had prior knowledge of the

vocabulary needed to understand the lesson I was about to teach. One of the students that

voluntarily shared his answer was focus student C (a foster student) and his answer was correct.

Overall, the assessment was successful because I had most students follow instructions and

complete the assessment. Student B seemed to understand half of the instructions because he

only drew the shapes, but he did not complete the sentence. I asked student B if he needed more

time to complete the assessment and he stated he did not want to continue writing. One struggle

found with this assessment is that it was a little difficult to understand the student’s writing due

to them writing on their whiteboards and the camera quality for some students was somewhat

blurry. Therefore, I was not able to clearly observe all of the student’s answers to collect data,

unless I asked each student one by one, but because of time sakes I could not do that. However, I

think this would be a great pre-assessment to utilize in a in person teaching environment because

I could clearly go over the student’s answers. This assessment was simple enough and quick

enough for students to complete and it actually provided me with some feedback regarding the

student’s knowledge about the vocabulary they needed to know so they can understand the

lesson successfully.

Lesson 2

During week six I continued to teach a math lesson on measurement for the classroom I

have been observing for the past weeks. The lesson lasted for 50 minutes and there were 20

students present including my three focus students. The lesson I taught was in the middle of the
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 11

unit, which meant that the students had previous knowledge of measurement. I administered a

formative assessment after I taught the lesson which had to be administered in smaller groups.

The success of this lesson and the formative assessment will be discussed further.

This was my second time teaching a lesson and because I reflected on my previous

teaching experience, I was able to make changes for this lesson which made it go a little

smoother. For this lesson, I was able to reduce teaching time 20 minutes which came in handy

when it was time to do the assessment. The delivery of this lesson went smoother than the

previous lesson since I learned from my mistakes previously made. This time around, I decided

to invest in a tripod so I could use my phone’s camera as a document projector, so prior to the

lesson I printed out the material I needed so I could do the problems as I was teaching the

students. I still had a google slide presentation so my lesson can flow and transition smoothly.

Having a Google slide presentation helped me stay organized and it helped me not forget

important information from my lesson plan. My focus students were engaged with the lesson

because I kept track of the times they participated or asked questions, and they all participated at

least once which helped me realize that my students were engaged in the lesson. As stated on my

previous reflection, Student B lost interest almost at the end of the first lesson, but because this

lesson was shorter I did not receive any similar comments from student B or any other student

for that matter. Because the last lesson I found it very difficult to not have the textbook in hand,

I decided that this time I wanted to make the lesson more personal by printing out the pages of

the book so I can write as the students are writing. I believe that this helped the students connect

with the material more than they did the last time when I only had the google slide presentation. I

had one student (not one of my focus students) struggling with a concept I was teaching because

she stated that she was not understanding what I was teaching, therefore I had to find another
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 12

way to teach that particular aspect of the lesson. By having a student state that they were not

understanding what I was teaching them, helped me realize thatI need to teach different

strategies and not only focus on one specific way to teach the material since there are students

who have different learning styles, this helped me realize the importance of Universal Design for

Learning (UDL). This was very eye opening because it made me realize that unknowingly I can

be teaching biasly, so I need to be more inclusive in the way I teach my lessons.

Assessment 2

After the lesson I taught the students I gave them formative assessment that I created

using the Quizizz website. The assessment had 10 questions and seven of them were related to

the topic I had taught them that day but I also added three more questions that were from

previous lessons. Because the students have not used websites such as Kahoot or Quizizz before,

it was difficult to get the students to get to the website, therefore the teacher suggested that I

break the class into two groups of 10 students each. I went to one breakout room with a group of

10 students so we can work on the assessment, as one of the groups worked with me the other

group went on their recess and did PE. The assessment took approximately 35 minutes to

complete for both groups all together. I asked to have all three of my focus students in the same

group so I can compare their experience with a virtual assessment. Just to get set up it took

approximately 10 minutes for each group, after each group got set up, the assessment took

approximately 10 minutes to complete. The students were very excited about taking this

assessment and they were very engaged when they were taking it, they didn’t see it as an

assessment instead they saw it as a game. However, I had student B get upset two times because

it took him a little longer to answer some questions because he was not able to read them fast

enough, even though some of these questions were timed for at least one minute and the
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 13

questions and answers were not too wordy. Student A and C were very engaged and were able to

follow the directions successfully, they were also able to complete the assessment with no

problem. I loved using Quizizz because it allowed me to make it as interactive and inclusive as

possible, however, now that I reflect on the assessment, I think it would be best if I added audio

to the questions so the students who are not fluent readers can easily understand and read the

questions and they are able to respond before time runs out. Overall, this assessment was a

success. The main problem was getting the students familiar with Quizizz because that took

more time than expected. The students really enjoyed taking this assessment, and I also enjoyed

creating it for the students. I love that I am able to access their score and data even after they

have taken the quiz, which is beneficial for teachers when they want to review the data from the

assessments they have given the students.

Overall, this was a great teaching experience and I learned so much from the importance

of lesson planning and creating assessments that are inclusive and engaging for all students in the

classroom. I also learned that as teachers we need to implement different teaching strategies and

pedagogical models and find what works best for our students based on their needs, interests,

abilities, their personal lives, learning styles, etc.

Assessment Results and Analysis

Teaching two lessons to first graders for the first time was a rewarding and teachable

experience that I had not received before. Observing this group of students for a total of 18 hours

made it possible for me to get to know the students more and it helped me pay close attention to

their learning process. I have been working with this group of students since the beginning of the

year, and because of it along with the help of my host teacher I was able to identify my three

focus students’ educational needs. Because I have gotten to know the students on a personal
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 14

level, I have been able to create assessments that are “high-quality classroom assessments” as

McMillan (2018) describes “these assessments influence learning and provide fair and credible

reporting of student achievement (p. 73). I wanted my lessons to target all of the students’

educational needs, but the main adjustments made for these lessons were specifically targeted for

my focus students. However, based on the assessment analysis, I believe that all students

benefited from the modifications made to these lessons and the assessments.

Results

The students were given two assessments during the two lessons that I taught, one was a

pre-assessment during lesson one and a formative assessment during lesson two. The results

from both of these assessments of my focus students will be compared to the results of the rest of

the students in the classroom. The data collected from these assessments and analysis will help

me guide my instruction as well as the assessments I could provide for the students in my future

classroom, also it provides data of current students in the classroom to the host teacher. For the

first lesson I gave the students a pre-assessment prior to teaching the lesson. To determine the

grade of this assessment I created a rubric (Appendix G) that helped me grade each of the

students’ answers to the instructions provided, the rubric focuses on identifying; two different

shapes different in length, drawing of the shapes, successfully completing the sentence provided,

and proper use of capital letters and punctuation. By focusing on these areas, I was able to

observe the students’ skills on following instructions, prior knowledge of the subject matter,

shape knowledge, and writing abilities. The students were graded on a score from one-four based

on a rubric (Appendix G), with four being the highest and one being the lowest score.

After compiling the data from the pre-assessment, it was revealed that the average for the

class as a whole was 13.26 (apprx. 85%). The three focus students were graded based on the
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 15

same rubric and the same criterias. Student A scored a 15 out of 16 (93.75%) which is higher

than the average for the whole class. Student B scored a 10 out of 16 (62.5%) which is lower

than the average for the whole class. Student C scored 16 out of 16 (100%) which is significantly

higher than the average for the whole class. The three focus students participated in taking the

assessment, even though student B was not able to complete the whole assessment he still

received points for completing the rest of the criterias he was being graded on. Even though

focus student B got a lower score than the average, he was not the student who scored the lowest

because I had two students who did not have their cameras on and they never sent me a picture

of their assessment so they had to get zeros. Overall, most of the students in the classroom were

able to score from 12-16 points which demonstrates that the students were capable of placing in

order at least two shapes/objects which indicated that they had sufficient knowledge to move on

the lesson I was about to teach them which it’s objective was to place three objects in order

depending on their shape. I noticed that for this assessment few students replaced the word

“longer” with the word “bigger,” which is why it was necessary to re-introduce prior vocabulary

to the students.

As for the formative assessment, I utilized Quizizz to assess the students after I taught my

second lesson. In order to grade this assessment I used an answer sheet (Appendix H) that

indicated the right answers for each question, the correct answers were also embedded in the

quiz. This assessment recorded the students’ answers and made it possible for me to collect data

right away and I was able to score and analyze their responses after they had taken the quiz. The

assessment consisted of 10 multiple choice, binary, and fill in the blank questions. The maximum

score the students could get was a 10 because each question was 1 point and the lowest score the

students could get was a 0. The purpose for this assessment was to gather data from the lesson
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 16

taught that day as well as to gather some data of prior knowledge about the subject matter. The

focus areas of this assessment were to check for understanding of the lesson taught and to make

sure that the students had met the objectives, which required the students to learn to use

centimeter cubes to measure an object, by doing so the students demonstrated that they were able

to move on to the next lesson. The data from this assessment revealed that the average for the

entire class was 7.55 (75.5%). Student A scored eight out of 10 (80%) slightly above average of

his classmates compared to the whole class. Student B scored four out of 10 (40%) significantly

lower than average compared to the whole class. Student C scored nine out of 10 (90%) which is

significantly higher than average compared to the whole class. Most of the students in the class

(17 of the students to be exact) scored from seven to 10, and student B scored one of the lowest

scores. I also had the same issue as I had on the previous assessment, the same two students did

not have their cameras on again and they were never able to join the Quizizz website, so they

received a score of zero. Based on the data collected from this assessment it is clear that most

students are ready to move forward with the next lesson because they had met the objective of

that lesson.

Analysis

After each lesson was taught the host teacher and I set some time aside to reflect on the

lesson but most specifically on the assessments given to the students. I collected information of

students’ previous math assessments and assignments given to them by the host teacher and I

compared it to the assessment I had assigned. Though it was a little difficult to gather

information since the host teacher does not often collect data from each student individually, she

bases her grading and the students’ learning skills on participation during the lesson and math

homework she provides daily. However, based on the little information I had access to I
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concluded that some modifications need to be made for my instruction to the students to enhance

their learning experience.

Based on the data collected from this assessment and data that the host teacher provided

from previous math homework and exit tickets, the students’ average did not drastically change

since their usual average score as a whole classroom is approximately of 80%-85% based on the

pre-assessments she has kept data for, and for the formative assessment which usually consist of

math exit tickets the students’ score is an average of 80%. For the pre-assessment it can be

concluded that the students’ score did not drastically change because as stated previously the

students were scoring from 80%-85%, and their score for the pre-assessment I provided had an

average of 85%. Whereas for the formative assessment the students’ score was lower than the

usual, because normally they score an average of 80% but during my assessment they scored

75.5% which is 4.5% lower than the usual. I would like to add that this was the first time the

students were given a formative assessment using websites such as Quizizz or Kahoot! To which

I believe it made a difference in their score because they were not familiarized with this type of

assessment format.

As for my focus students, based on the statement of the host teacher student A and C

scored slightly above average for both pre-assessment and formative assessment. Student B who

is a student with a disability, scored lower than he usually does for the formative assessment

(Appendix D). Student B’s challenge was that there were too many questions on the quiz and

there was a time restraint. According to the host teacher, she usually breaks up quizzes for him or

she gives him extra time to complete the assessments, which is something I did not do for him

for this assessment. Also, Student B struggled with completing the pre-assessment he received a

10 out of 16 because he was not able to complete the writing prompt (see Appendix B). I noticed
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 18

he was able to follow all instructions, except for the part where he had to write his sentence at the

bottom of his drawing, however, he was able to draw two shapes that were different in lengths

and follow the other instructions clearly. Based on the data collected from Student B’s

assessment it is clear that accommodations and modifications need to be made so he can have a

successful learning experience. I also noticed that student B is comfortable with expressing his

needs and is willing to participate in class discussions, which is why I believe that allowing him

to answer the prompt verbally would have been a better alternative for him to complete the

assessments. According to the host teacher, Student B is willing to learn and participate during

lessons which is how she is able to score him for any type of assessment, thus verbal

communication is a better way to assess his learning in the classroom (Personal Communication,

Margarita Padilla, February 11, 2021).

As for Student A my EL student, the data collected from both of his assessments

compared to the data the host teacher provided reveals that he is improving on his English skills

proficiency. According to the host teacher, focus student A is becoming more fluent in English

and is getting more comfortable with participating and completing assignments in English which

allows him to participate during math lessons (Personal Communication, Margarita Padilla,

February 11, 2021). Also, he is able to understand and follow directions clearly and when he

doesn’t understand something he will ask for clarification. For the pre-assessment, Student A

received 15 out of 16, he had one misspelling error. As for the formative assessment, Student A

scored 8 out of 10 questions correctly which indicates that he understood and learned from the

lesson taught and he met the objective of that lesson (see Appendices A and D). The host teacher

was surprised and happy to know that he had done well in both assessments but more specifically

in the formative assessment because she thought he was going to struggle navigating the Quizizz
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 19

website since they had never used that platform before and since all the instructions were in

English. Based on the assessment data collected and comparing it to the notes from the host

teacher, Student A has made progress on understanding measurement data and using centimeter

cubes to measure objects, therefore he understands the material well enough to move on to the

next lesson.

As for focus student C who is a foster student, his scores revealed that he is learning and

is engaged in the learning activities as observed on Appendices C and D. Focus student C scored

higher in both of the assessments compared to the other two focus students, on the pre-

assessment he scored a 16 out of 16 because he was able to follow all instructions clearly and

was able to successfully complete the assessment. For the formative assessment, he scored

higher than most of the students in his group. After discussing the scores of both of the

assessments with the host teacher, she stated that student C hasn’t been missing class and has

been consistent with his homework, he has also been participating more during class discussion

which is why she believes that he has scored better this time in comparison to other math

assessments where he had previously missed class more than once per week and he was not

submitting his assignments (Personal Communication, Margarita Padilla, February 11, 2021).

Based on the analysis of these assessments it is evident that Student C has mastered the objective

of both lessons because he is able to apply his knowledge of measurement to move on to the next

lesson.

Adjustments to Accommodations

After analyzing the data from both of the assessments I have concluded that some

accommodations and adjustments need to be made in both my instruction and the assessments

given to the students so that all students in the classroom can learn successfully. It is empirical to
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 20

understand the student’s need to make the right adjustments, according to McMillan (2018)

“[we] need to develop [assessments] that are accessible to all students in the same setting, using

Universally Designed Assessments (UDA)” (p. 384), by implementing UDA we can ensure that

we design assessments that are appropriate for the diverse learners in our classroom (McMillan,

2018 p. 384). For students A and B, I would make sure to go over the vocabulary from the

previous lesson as well as any new vocabulary. I will also make sure that there are enough

visuals that represent the meaning of the key words, because based on my observations both

students seem to be visual learners. I will also make sure that there is enough time for them to

ask and answer questions and provide extra time to gather the materials that are needed. For

focus student A, I will make sure that I include more sentence starters and sentence frames so he

can successfully complete the assessments and he can demonstrate his understanding of the

material. Using these strategies will help the student improve his level of English proficiency and

to learn specific vocabulary related to the lesson and understand the lesson taught. As for student

C, I will make sure that to be more observant of the times he is present in the classroom and take

note of his behavior and make sure I have communication with him during office hours to

provide any support he needs and offer that support to his caregivers. I will also make sure that I

incorporate his interests in the lessons so he can keep engaged and participates more during class

discussions.

As for focus Student B, some of the accommodations I would make to my instruction are

to allow him to complete the assessments at his own time and allowing him to take breaks in

between questions. As for lessons I would also allow him to submit some assignments via voice

recording because he struggles with his writing which does not allow him to demonstrate his

knowledge on the subject matter. Also, I will allow student B to have access to the pre-
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 21

assessments prior to coming to class, so he can have the opportunity to complete the pre-

assessment verbally prior to the lesson. I believe that by giving him the flexibility to demonstrate

his knowledge in a different format his assessments scores will be higher, and we will be able to

gather more accurate data of his learning process and determine if he is ready to move on to the

next lesson.

Sharing Assessment results

Sharing the results with parents and students is necessary because this might help

students get more involved and motivated to learn. I also believe that parents should know how

the student is doing in comparison to the rest of the students so they can help their child in areas

of struggle. It is necessary that students and teachers understand the importance of these

assessments and why they are given to the students, it is also necessary for them to know that

these assessments are not only beneficial for the students but also for the teachers because that

way we can make the accommodations needed to assist all the students in our classrooms.

McMillan (2018) suggests that as we share assessment results with parents, we also need to share

student work, so we can compare the data gathered from both assignments this way we can

discuss areas of weakness and strength (p. 206). Students and parents need to know that the data

collected from these assessments does not only provide a grade for the student, but it does more

than that, these assessments provide information of where the students’ level of knowledge is, it

tells us is we need to go over a certain lesson again, or if we need to adjust our teaching methods

so all students are getting the same opportunities to learn. Even though the data collected from

these assessments revealed that the students’ average has not decreased it did not show major

improvement either, however, I believe that there are more students in the classroom that need

individual attention either to complete these assessments or just to go over the lesson again. The
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 22

data collected from these assessments helped me realize and understand that I need to be more

inclusive when administering these assessments otherwise I will not receive accurate data of all

the students in the classroom.

Because I believe that parents and students need to know the scores of these assessments

I would share this data via ClassDojo, Schoology, and as a PowerPoint presentation at the end of

a lesson. I believe that by using these tools both the parents and the students can have immediate

access to the students’ scores and will know which areas the student needs to focus on. My most

favorite method of providing feedback is using ClassDojo and discussing the scores with the

whole class that way the parents are aware of their child’s progress but also the students are

aware of how they are doing in the classroom. I will make sure that I share this data constantly

and try to keep all parties informed at least once a week. My hope with sharing this information

is that the student gets the support they need as well as to motivate them to try their best and

teach them to be accountable for their own learning, as well as to keep track of areas of

improvement.

Reflection

The process of creating a Unit Plan and assessments that connect with the lessons and

objectives was an enriching experience for my future career as an educator. Focusing on the

importance of data collected from these assessments taught me the importance of creating

assessments and lessons that are appropriate for the diversity of learners we have in the

classroom. Teaching these lessons taught me the importance of being well prepared for teaching

lessons because if we are not prepared the students will not receive the education experience they

deserve. I had never taught a lesson prior to this course but having the opportunity to teach two

lessons and create assessments that align with the lessons gave me an insight of the preparation
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 23

and self reflection teachers must do on a daily basis. This experience also taught me that even

when you think you are prepared, there might be a time when we will have to improvise to

improve a lesson, an assessment, or a reaction to a student’s comments or behavior. During the

delivery of these two lessons I encountered obstacles that made me think outside the box and

quickly find a solution to the problem. Also, from this experience I learned that assessments are

beyond giving a grade to the student, they are important to determine the effectiveness of our

instruction as well as the level of knowledge of our students. There is a strong connection

between lesson and assessment planning and the determination of students meeting the

objectives we have established for them.

Some implications that I could face as an educator may include the lack of data collected

from the assessments. I believe that it is important to collect data from the assessments that we

provide our students, however, it could be difficult to collect data from every student and every

assessment we give our students, especially for pre-assessments. It might be hard to keep track of

when we want students to give a thumbs up or down type of answer, since this might take up too

much time, eventually we will be able to find a way to keep such data and I believe that this is a

skill that comes with time and experience. Also, another implication that I could encounter is that

some assessments might not be as accurate as I would hope because there might be students who

are only guessing, might have problems at home that might affect their mood or retention skills,

etc. as educators we need to know our students in a personal level so we can detect any

abnormalities in their behavior that might affect their learning or their assessments results.

Because I have learned the importance of assessments, I plan to incorporate them in my

daily planning. It is necessary to provide the students with pre-assessments, so we are aware of

their knowledge of the material before we move on with our lesson. I plan to create pre-
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 24

assessments that can be easily completed by the students and are engaging for the students, I

found that students really enjoy when they can demonstrate their knowledge by drawing so I will

use this information for future assessments. I might also give the students KWL charts, questions

that the students can relate to, if teaching virtually I will ask them to type their answers in the

chat, etc. Incorporating different ways of applying these assessments will engage the students in

participating and will encourage them to complete the assessments. This information will help

me guide my instruction and will inform me if I need to re-teach important information from

previous lessons. I also plan to create formative assessments that are engaging for the students, I

will definitely use Quizizz again because students seemed to enjoy it, I will also have them

complete Google Forms, exit tickets, etc. I know that incorporating these assessments will

require extra planning, but I believe it is necessary to gather enough data about our students’

acquisition of the objectives taught.

COMPREHENSIVE UNIT AND ASSESSMENT PLAN 25

References

McMillan, J. H. (2018). Classroom assessment: Principles and practice that enhance student

learning and motivation. (7th ed.). Pearson Education.Inc.

School Accountability Report Card. (2021). Lausd.net.

http://search.lausd.net/cgi-bin/fccgi.exe?w3exec=sarc20192020&which=4685
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 26

Appendix A

Figure 1A: Student A pre-assessment

Appendix B

Figure 1B: Student B Pre-assessment

Appendix C
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Figure 1C: Student C Pre-assessment

Appendix D

Figure 1D: Student A, student B, Student C, and seven other students formative assessment

results.

Appendix E
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Figure 1E: : Bar Graph Comparing Focus Students Pre-Assessments with other students results

in the classroom.

Appendix F

Figure 1F: Bar Graph Comparing Focus Students Formative Assessment Results with other

students’ results in the classroom.

COMPREHENSIVE UNIT AND ASSESSMENT PLAN 29

Appendix G

Figure 1G: Pre-Assessment Grading Rubric

Appendix H
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Figure 1H: Formative Assessment Answer Sheet Questions 1-3; Green=Correct; Red=Incorrect
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 31

Figure 2H: Formative Assessment Answer Sheet Questions 4-6; Green=Correct; Red=Incorrect
COMPREHENSIVE UNIT AND ASSESSMENT PLAN 32

Figure 3H: Formative

Assessment Answer Sheet Questions 7-10; Green=Correct; Red=Incorrect