Kylie Kuhn

ELIS 3703

Formative Assessment #3: Science

1. Learning Objective

a. Standard: 2.PS.1. Force changes the motion of an object.

b. Objective: After completing a collaborative group lesson, students will

implement their understanding of force and motion to identify and sort

between a push or pull with 80% accuracy.

2. Short Description of Assessment

a.

b. The students are tasked with engaging in a sorting activity where they will

denote whether the activity depicted denotes a push or a pull force. They will

do so by cutting out the activity bank (left) and then pasting it into the correct

box/category with a glue stick. The students will also use their pencil to write

an item they can push, and an item they can pull.

3. Short Rationale for why this assessment is aligned with the learning objective
 a. In this assessment, students are tasked with identifying and sorting between

different activities that denote a push or pull. Before they are able to fully

demonstrate their knowledge through sorting the activities, they are tasked

with cutting the different activities into their correct shapes, so that they may

sort them easily. Once they have cut out their pieces to sort, they will denote

whether the action is a push or a pull on the object. They will do so by gluing

it into the correct column. Additionally, the students will further strengthen

their ability to identify pushes and pulls by writing an object that they push

and pull in real life. The assessment aligns with the standard 2.PS.1. Force

changes the motion of an object, which can reside in a push or pull. Pushes

and pulls were the focus of the lesson, and it aligns with the lesson objective

as well. The lesson directly aligns with identifying between pushes and pulls.

4. Description of each scoring guide

a. Scoring Guide 1: Checklist Rubric

i.
 ii. The scoring guide for this assessment is a checklist. The teacher

candidate will check whether they have made a correct sort for the

activities, and if they correctly identified and wrote a sentence about an

object they can push or pull. If the students have not met the criteria,

they will leave it blank. The students total points are indicated in the

top right of the paper, and notes are left with any written feedback.

b. Scoring Guide 2:

i.

1. This scoring guide is differentiated from the first one provided,

In this scoring guide, push and pull is color coded, and the

teacher candidate is provided with the correct sorting in a

visual. The teacher candidate will continue to check whether

they have made a correct sort for the activities, and if they

correctly identified and wrote a sentence about an object they

can push or pull. If the students have not met the criteria, they

will leave it blank. The students total points are indicated in the
 bottom left of the paper, and notes are in the middle right side

of the paper for any written feedback.

c. Child Friendly Scoring Guide:

i.

1. Students are given a checklist as a scoring guide for this

assessment. In this scoring guide, they will color the activity if

they sorted it on their worksheet, and if they did not they would

leave it blank. Additionally, they will color in the circle for if

they wrote a sentence about something they can push and

something they can pull. If they did not, they would leave it

blank. Filling out a checklist helps students learn and practice

self-monitoring and metacognition skills.

5. Differentiation: Discuss how you may have differentiated the assessment and/or the

scoring guide

a. Student 1: Student has a learning disability (LD)

i. To differentiate for student one (and other struggling learners), the

student is pulled into a small group. In the small group, I repeated the
 directions of the worksheet, modeled how to complete the worksheet,

and read each of the sorting picture options, and the student was given

the chance to identify whether the picture was a push or a pull verbally

so that they may correctly sort the pictures in its correct section. The

student will also be given the sorting materials pre-cut so that they may

avoid trouble/lots of time spent here, and keep on track with their

classmates. Additionally, the student will be given a graphic organizer

to reinforce pushes and pulls. The student will also be provided with

required accommodations and modifications from their IEP, such as

extended time, read aloud, models, visual aids, manipulatives, graphic

organizers, verbal cues, repetition of information, and simplified

directions to support learning, etc.

b. Student 2: General Education Student

i. To differentiate for this student, the teacher candidate provided them

with graphic organizers and anchor charts. The teacher candidate did

not precut the sorting materials, as the student did not show any

deficits in fine motor skills and cuts at a similar rate of classmates. The

teacher candidate also provided the student with a manipulative that

was presented earlier in the lesson, to reinforce the movements of push

and pull. Throughout the semester, this student has shown a need for

multimodal learning that combines visuals, tactiles, and auditory

learning. The teacher candidate will also read the student the questions

in the test and briefly go over them, to help with auditory learning. The

student was also provided with extra time, verbal cues, and repetition

of information.