Está en la página 1de 5

Comprehensive

Unit Format, Part B (Form 1)


Design of Assessment: Formative Assessment Process


Lesson Plan Objectives


Decision Statement
(To be made before scoring)


Assessment Description
(attach as administered)


Result/instructional Implications
(describe after administered)

Lesson 1: Describe measurable


attributes of objects, such as length
or weight.


6 Constructed response items (1


point each)


Criteria: This assignment requires
students to count the number of
smiley faces next to an object to
determine the objects height. I will
be looking to see if students can
correctly count the number of smiley
faces and write the correct
measurement.

Lesson 2
Students will understand what
measurement is and why we
measure objects
Students will know to start
measuring with the cubes at the
bottom of the object and go all
the way to top and to not leave
spaces in between the cubes.


3 Constructed response items (1


point each)


Criteria: This assignment requires
students to measure the height of
three pumpkins on a worksheet
using cubes. I am looking to see if
the student can correctly measure
the pumpkin within a pre-
determined range.


90% of my students (16/18 students)
received at least a 5 on the
constructed response.


18 total students
14 students 6/6
2 students 5/6
1 student 4/6
1 student 0/6

Leah missed 2 questions and Daylin
did not answer any of the questions.
He scribbled on the worksheet and
colored in the pictures. I will be
pulling both of them aside to re-do
the activity with guidance before we
start lesson 2.
If at least 90% of my students get at
90% of my students (15/17 students)
least a 2/3 on the constructed
received at least a 2 on the
response I will move onto the next
constructed response.
lesson.


17 total students
Students who do not earn at least a 2 12 students received a 3/3
on this assignment will be pulled to
4 students received a 2/3
work in a group with me the next
1 student received a 1/3
morning to correct any mistakes

made.
Daylin received a 1/3 on this
assignment. Due to this I will pull
him aside separately and re-do the
If at least 90% of my students get at
least a 5 on the constructed response
I will move onto the next lesson.

Students who do not earn at least a 5
on the constructed response, I will
pull to the side during greeting songs
in the morning.

Lesson 3
Students will further understand
what measurement is and why
we measure objects.
Students will understand that a
single object can be measured
using different non-standard
measurement tools.
Students will be able to use
cubes, paperclips, and counters
appropriately in order to
measure an object that it given
to them. They will be able to
determine the starting and
ending point when measuring
and will be able to count the
objects to reach a total
measurement.
Lesson 4
Students will understand that
measurement is not just about using
cubes, counters, paperclips etc. to
reach a measurement, but that it
also includes accuracy and using the
tools appropriately. They will
understand that when using non-
standard measurement tools they
cannot leave spaces in-between
while measuring or overlap the tools.
Lesson 5
Students will understand what
weight is and why we measure
weight. We will discuss that weight

measuring of the pumpkins. We will


go over the procedural steps in
measuring and review the key points
of the lesson before re-doing the
assignment.
The worksheet has 12 constructed
If at least 90% of my students receive 90% of my students did not receive a
response questions. Students will be a 3/3 on the constructed response I
100 on this assignment. For 90% of
using cubes, paperclips and counters will move onto the next lesson.
my students to get a 100% I would
to measure a pencil, desk, crayon,
If this goal is not met I will re-teach
need 14/16 to get a 3/3. Because
and book. I will only be assessing the the lesson the next day and have
this is not the case I will be re-
portion of measurement of the
students work on re-measuring the
teaching the lesson tomorrow. I will
pencil. Therefore, I will be assessing pencil to get more accurate
be addressing the issues that I
on the 3-constructed response
measurements.
noticed in this formative assessment
portion for the pencil.
and students will be working on
another measuring activity.

16 total students:
12 students 3/3
4 students 2/3

3 constructed response questions (1


point each)


Criteria: This assignment requires
students to measure the length of a
bats wingspan using cubes,
paperclips, and counters. I will be
looking to see if each student can use
the non-standard measurement tools
appropriately to measure.
3 constructed response questions.
(1 point each)

Criteria: For this assignment students

If at least 90% of my student get a


2/3 on this assignment than I will
move onto the next lesson.

Students who do not earn at least a 2
on this assignment will be pulled to
work in a group with me the next
morning to correct any mistakes
made.

18 /19 of my students received a 2/3


or greater on this assignment. Due
to this I will be moving onto the next
lesson.

19 total students:
16 students 3/3
2 students 2/3
1 student 0/3

If at least 90% of my students receive


a 3/3 on the constructed response I
will move onto the next lesson.
If this goal is not met I will re-teach

13/16 of my student receives a 3/3


on this assignment. Because my goal
was for 90% of my students (14/16) I
am going to address this assignment

is used to determine how heavy or


light something is and that there are
various tools used to measured
weight. Through the Smart Board
activity students will be comparing
objects weight and putting them in
order from lightest to heaviest and
vice vera.
Lesson 6
Students will understand what
weight is and how to weight objects.
They will be able to order objects
from lightest to heaviest and apply
the concept of weight to determine if
objects are heavier or lighter than a
given object.

will be cutting pictures of objects and the key points of the lesson and go
gluing the from heaviest to lightest. over the assignment together as a
class before moving onto the next
lesson.

6 Constructed response (1 point


each)


Criteria: Students will have to cut and
glue pictures of objects and
determine if it is heavier or lighter
than the object that we weigh as a
class. They will have to correctly put
each picture in the correct side of the
chart (heavier than object or lighter
than object).
Lesson 7
4 constructed response (1 point
Students will understand that you
each)
can compare two objects that have a
measurable attribute in common.

They will understand that objects can Criteria: For this assignment students
be compared to each other based on will have to compare objects to
the heights of the objects. Students determine which is the tallest and
will be able to compare objects using which is the smallest. There will be
key words like taller and shorter. four different scenarios. The student

will have to fill in the blank to

complete the sentence to make it a
true statement depending if the
sentence is asking about the tallest
or shortest object.
Lesson 8
3 constructed response (1 point
Students will understand what
each)
sorting is and understand why we

If 100% of my students receive a 6/6


on the constructed response I will
move onto the next lesson.
If this goal is not met I will re-teach
the key points of the lesson and do
another activity on weight.

at the beginning of my next lesson. I


am also going to pull the 3 students
who got a 2/3 on the assignment to
the back of the room for them to
explain their thinking.

16 total students:
13 students 3/3
3 students 2/3
17/17 of my students received a 6/6
on this assignment. Due to this I will
be moving onto the next lesson
tomorrow.

17 total students
17 students 6/6

If 90% of my students receive a 4/4 I


will move onto the next lesson. If this
goal is not met then I will pull the
students to the back of the room to
review the lesson and re-do the
assignment before I teach the next
lesson.

90% (16/18) of my students received


a 6/6 on this assignment. Two
students got a 2/4. I am going to
work with those students during
morning work tomorrow to correct
their mistakes. Then, I will move
onto the next lesson.

18 total students:
16 students 6/6
2 students 2/4

If 90% of my students receive a 2/3


or higher then I will move onto the
next lesson. For the students that

90& of my students (17/19) did


receive a 90% or higher on this
assignment. Therefore, I am going to

sort objects. They will understand


that objects can be sorted in many
ways and not just by color. They will
know that sorting can be done based
on shape, size, number (of holes in
the buttons) etc. Students will be
able to sort buttons appropriately
and explain the sorting rule that they
choose to use.

Lesson 9
Students will understand what
sorting is and understand why we
sort objects. They will understand
that objects can be sorted in many
ways and not just by color. They will
also understand that a group of
objects have multiple attributes and
can be sorted in more than one way.
We will be looking at two different
groups of objects and sorting the
same objects multiple times into
different categories. By the end of
the lesson students will be able to
sort objects in unique ways different
than the typical shape, color, size etc.
They will be sorting pictures of foods
that will require them to think more
deeply about how it can be sorted.

Lesson 10
Students will understand that
measurement is composed of
multiple componentslength,
width, and weight. Students
will also understand that
objects can be sorted based on
measurable attributes as well.

Criteria: For this assignment students receive less than this score I will pull
will have to sort buttons in any way
into a small group and work with
that they choose. They will be
them.
graded on creating 2 distinct
categories within their sorting and
also counting the number of buttons
in each category. (1 point for each
category and 1 point for counting
correctly)

move onto the next lesson. I am also


going to work with the two students
who did not get a 2/3 or better and
correct their mistakes.
19 total students
15 students 3/3
2 students 2/3
2 students 0/3

2 constructed response

Criteria:
For this assignment students have to
sort foods into categories. They have
to do this two separate times using
the same materials. They will get one
point for each sorting rule.

If 90% of my students receive a 2/2


on this assessment I will not include
sorting in my review lesson
tomorrow. If I do not reach this goal
than I will include sorting in my
review lesson and include a sorting
activity.

Only 12 of my student received a 2/2


on this assignment. For 90% of my
students to receive a 2/2 I would
have needed 15 students to get this
score. Due to this, I will include
sorting in my review lesson and will
include an additional sorting activity
tomorrow.

17 total students:
12 students 2/2
5 students 1/2

5 constructed response (1 point


each)

Criteria: For this assignment students
have to measure the height of
objects and then sort these objects. I
will be looking to make sure that
they measured and sorted correctly.

If 90% of my students receive a 4/5


or higher than I will conclude that
they understand the material. Any
student who received less than a 4/5
will be pulled individually to review
the material before the summative
assessment.

90% of my students (16/18) received


a 4/5 or higher on this assessment. I
will be working one on one with the
two students who did not meet this
goal. After this, I will then begin
administering the summative
assessments.

Students will be able to


measure objects using non-
standard measurement tools
and be able to sort these
objects based on physical
attributes

18 total students
12 students 5/5
4 students 4/5
1 student 3/5
1 student 2/5

También podría gustarte