Assessment Plan

*The same rubric was used for both the pre and summative assessment. For the pre assessment students were only assessed using the rubric for certain questions because the pre assessment asked questions that were for the next statistic standard.*

*With remote learning the district had a district wide policy that we were not allowed to put grades into power school. Each assessment was graded for feedback to give to students and teachers. The feedback process for each assessment was the same, but the process of grading do change due the circumstances.*

Posted above you can see the unit wide rubric that was used to assess the pre and summative assessment. The rubric was program into 6 different categories. With the move to remote learning is was very difficult for students to show how they were exceeding the standard and the learning targets. The rubric was modified after the pre assessment to meet the needs of the summative assessment. With the summative assessment their were certain requirements that were added to the rubric to make sure students were meeting the requirements of the reflection aspect. The learning targets were all the same, so students still knew where they were at and where they needed to be to meet the standard.

With the move to remote learning my unit was spaced out over several weeks, with the week off for students to get ready for the change to remote learning. This changed the plan for my assessments and what I was going to do for my summative assessment. I decided to give several different formative assessments on the direct instruction we did in class to see where my students were at with the content. All of the formative assessments were collected and used to give feedback to students and to give myself feedback to see where my students were at with their learning. As stated in my assessment plan how students can meet the standard in all of the formative assessments that were given out. In the middle school level these assessments would normally be posted into the grade book based on a score out of 100. For the purposes of the TWS I just made sure every assessment was graded based on meeting the standard and then going into the feedback process and skipping the grading aspect because of the unique I was put into and the position my students were in.

I used multiple assessment strategies during the unit to make sure I could get as much feedback as I could for all of my students. The use of pre-assessment, self assessment, formative assessment, and summative assessment were in this unit. I learned that all of these different assessments show their own specific purpose and are important to include during any type of unit in a school setting. Although my assessment plan did change during the course of the unit, all assessments were graded based on proficiency grading and were used for feedback. being dynamic in the way I implemented my assessments was important to me and offering a variety to meet the needs of all of my students in the classroom. My assessments were aligned to the learning targets for each lesson and provided me with data to see if my students were meeting the learning targets and provided my students with feedback on their work. My goal was to give students multiple opportunities to show me that they were able to meet the standard that was being used throughout this lesson. Although it was difficult at some points I felt that the rubric created for the pre-assessment and summative assessment was clear on what students needed to do to be able to the meet the standard.

Below are several images from my pre assessment