Stage Two:  Assessment in My Classroom
Dianne Fulton
ASA 490 Fall 2000

Stage One:  List Assessments Currently Used:
Assessment Function Type
Writing  (Journals, Writer's Notebook, Responses to literature)  All subject areas: Lang. Arts, Math, Social Studies, and Science  To show progress 
Customize individual instruction		 Formative
Word Knowledge Assessment Focus on small group, or individual instruction in reading or spelling Guide word knowledge instruction and word walls Placement
Informal Observation Guide reteaching 
Adjust lesson plans to meet the needs of students 		 Diagnostic
Conferencing Individually guide progress in reading and math Diagnostic
Alternative Assessments (Math and Science)  Using hands-on materials to show completion of a task to show mastery of concepts Summative
Criterion reference tests (Reading- Houghton Mifflin Integrated Theme Tests, Social Studies Chapter Tests) Show progress 
Show knowledge of skills in a particular area 		 Summative/Criterion Referenced
Project-based Rubric Assessment (Technology-based projects) Defines and provides descriptive behavior
Pre-determined set of goals		 Complex-performance assessment
Content-related Activities Focus students on academic content 
Create record of progress		 Formative
Portfolio Assessments Communicating student progress
Show progress		 Diagnostic
Standardized Tests- 3rd Grade Cognitive Abilities (verbal, quantitative, and nonverbal; Nov. 1-5) ISAT (Reading, Math, and Writing; March 26-April 6) Show progress 
Compare to other students, schools, districts, and states		 Norm referenced

Major Project Focus:
Stage Two

     I have decided to focus on the Third Grade Science Assessments for this major project.  I have selected this area of study because I feel it needs improvement.
     I have included a table of assessments that I currently use in Science.
 
Assessment Function Type
Observation  To check understandingTo guide lesson plans  Diagnostic, Formative, Typical performance
Open Answer Questions To check understanding of concepts Diagnostic, Formative
Hands On Assessment Using hands-on materials to show a completion of task to show mastery of a concept Summative
Short Answer Sheets Create record of progress Focus students on academic content Formative
Work Portfolios  Demonstrate progress in scientific inquiryGuide for parent conferences Diagnostic, Formative

 
 

Instructional Goals and Objectives for 3rd Grade Science Curriculum

Physics of Sound Unit
· Observe and compare sounds to develop discrimination ability.
· Observe sounds made by objects when dropped.
· Communicate with others using a code.
· Learn that sound originates from a source that is vibrating and is detected at a receiver such as the human ear.
· Observe that sound travels through solids, water, and air.
· Compare how sound travels through different media.
· Record observations on sound.
· Observe that sound originates from a vibrating source.
· Compare high-, low-, and medium-pitched sounds.
· Record observations on sound.
· Acquire the vocabulary associated with the physics of sound.
· Relate the pitch of a sound to the physical properties of the sound source.
· Observe that the outer ear is designed to receive sounds.
· Demonstrate how bats use echolocation.
· Demonstrate knowledge of sound waves and how they are transmitted through the human ear.
· Collaborate in working on mini-activities.

Earth Materials Unit
· Develop an interest about earth materials.
· Gain experiences with rocks and minerals.
· Use measuring tools to gather data about rocks.
· Collect and organize data about rocks.
· Observe, record and describe observations about rocks.
· Compare observations.
· Acquire the vocabulary used in earth science.
· Take apart a mixture by separating the ingredients.
· Observe and describe how rock materials separate and settle in water.
· Observe the results of evaporation.
· Observe the properties of a group of minerals.
· Record properties of minerals.
· Seriate minerals based on a property.
· Observe properties of a rock and several minerals.
· Sort objects according to properties.
· Record observations.
· Compare observations of properties.

Structures of Life Unit
· Gain experience with organisms, both plants and animals.
· Observe and compare properties of seeds and fruits.
· Investigate the effect of water on seeds.
· Observe, describe, and record properties of germinated seeds.
· Compare different kinds of germinated seeds.
· Grow plants hydroponically and observe the life cycle of a bean plant.
· Observe and record crayfish and their behavior.
· Use knowledge of crayfish to maintain the organisms in the classroom.
· Organize data about crayfish territorial behavior.

    I have selected the science curriculum to revise and originate assessments.  Currently, the science curriculum has no district support system that encourages effective assessment.  In the past, assessments that I used were mainly informal observations, some open-ended questions on concepts and a few hands-on tasks.  I have begun to realize that this is not as efficient as it needs to be.  This semester, I am developing a rubric scored hands-on assessments for each unit, a rubric scoring for the open-ended responses and a system for recording informal observations.  I will also be working to improve assessing student science journals that show their observations.

Meeting the needs of all students:
 The hands-on assessments of the science units are a reliable way for all students in my classroom.  This method assesses the understanding of the major concepts without having to process them into written words.  The open-ended answers allow a wide scope of answers.  I am always conscientious of the written tests and try to make sure that vocabulary is taught and that the reading level is understandable.  For my one visually impaired student last year, all written material was enlarged.  To make sure of the validity of assessments, I try to reduce distractions and allow extra time to accomplish tasks.  At my elementary building both the LD teacher and the speech/language teacher will help with concepts or testing for the IEP identified students.

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