Summative Assessment

Standard: 2.LS.1: Living things cause changes on Earth.

Learning objective: TSW work in groups to complete science experiments demonstrating how organisms

make changes to their environment to meet their needs.

a short description of the summative assessment: The students will work in groups to create their own

beaver dams. The students will choose what materials they want to use, brainstorm how they create

their dam, and then complete the experiment. The students will have to write why the organism makes

this change, make a hypothesis on whether or not they believe their experiment will work and then

write their findings based on the experiment.

rationale for why the assessment meets the learning objective: The assessment meets the learning objective

because students are connecting their understanding of the topic by creating and participating the

experiment, and completing a writing activity as a way to demonstrate understanding.

description of each scoring guide. Include each scoring guide, including an differentiated one. Scoring

guides can include either an anecdotal record with specifically aligned criteria, a checklist with

aligned criteria, a child-friendly rubric (watch too many words), or a child-friendly rating scale.:

Students will receive a score out 9, 2 pts for accurate description, 2 pts for basic description and 0

points for inaccurate description. The scoring will be the same for differentiated version however

student will verbally explain answers me instead of having to write them out themselves.
Discuss differentiation for each assessment. If you did not differentiate, explain why not. The students you

have observe should be addressed specifically in this section…and then others you may have needed

to consider:

I will differentiate for the students who are not fluent in writing by having them verbally explain to me

their reasoning. I will make notes for the student to assess their understanding with the consideration

that ELA is not what they are being assessed on. These students will be scored with the same

requirements and rubric as the non differentiated version, the only difference being they will not be

writing out their own ideas.

Observation students:
Student A: Student A has trouble with writing complete sentences, and has trouble organizing thoughts without

guidelines when writing. This student would benefit from verbally explaining ideas, being required to write out

ideas would overwhelm them and could cause them to receive a score that does not accurately assess their

understanding.

Student B- Student B has trouble maintaining attention and gets easily overwhelmed by too much information.

This student would also benefit from being able to verbally express ideas so that the writing aspect does not

eliminate the chance for students to succeed.

Other students- When considering other students I thought about another student in the classroom who is on an

IEP and needs a lot of assistance when completing tasks. This student requires a scribe or traceable text when

completing assignments with the whole class. (They are often pulled out of class for service, and complete

their assignments one on one with an aide) If the student was in the classroom for the experiment activity they

would benefit from verbally explaining their ideas with the consideration that they student is already provided

a scribe or traceable text during other assignments.