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Click to edit Master subtitle style10/6/11
AssessmentDesign Project
Andrea DerrickED 315Spring 2011
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School SettingSchool West Side Academy II
Grade/ Content Area 6th/ science
Class Size 22
Student info. Gender Ratio 50.1% female/49.9% male
Fluent English Speakers-
99.9%
Other languages- .1%Hmong
Socioeconomic Status-95.4% disadvantaged
WINSS website
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School Setting ContinuedSchool West Side Academy II
Students (cont) Race-.4% American Indian1.3% Asian
93.8% African American1.2% Hispanic3.2% Non-Hispanic White
Disabilities- 18.7%
WINSS website
School Culture 0% involvement in extra
curricular
90% Attendance rate
32% suspension rate
WINSS Website
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School Mission The goal at Westside Academy is to provide a
fundamental education that emphasizes the
mastery of basic and higher-order thinking skillsin the areas of mathematics, reading, writing,and science. A highly structured environment forstudents in Head Start through eighth grade is
provided. Arts and technology are incorporatedwithin the curriculum. Supervised activities withboth academic and recreational opportunitieswill be provided after regular school hours
through Our Next Generation, CLC program.
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Range of ability levels Approximately 40% pass rate on the WSAS for 5th grade
(my current 6th graders) (from WINSS)
From observation in the classroom, the students range
from a few who stay on task the entire class period to themajority who start on task but need reminders andconstant instruction. A few do not participate at all. Some
students drew cartoons when they no longer wanted towork on their class work.
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Assessment Strategies From the data collected:
My goal as a teacher in this classroom is to engage the studentsin science through hands on activity. I would like to incorporatesome artistic aspects to my lessons to engage the students who liketo draw. It is important to understand the socioeconomic status of
the students because they have different life experiences andbackgrounds than I do. It will be important to keep this in mindwhen designing lesson plans and assessments so that they are a truetest of the students knowledge without any bias.
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Lesson Design Small unit plan on natural disasters
Earthquakes Tsunamis
Tornadoes
Hurricanes
Learning Targets
Students become more aware of current events and theworld around them.
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Assessment Strategies Authentic- give them a situation
Shared rubric for grading
Gave examples of papers the meet criteria,exceed criteria, and need further development.
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Assessment
Doppler is an Alien that has landed on Earthfrom planet Ecneics. He wants to learn as much as
he can about natural disasters, which do not occuron Ecneics. As an expert catastrophist (a scientistwho studies natural disasters), it is your job toexplain natural disasters to Doppler in order to
keep the Earth safe from an alien invasion. Chooseone of the four natural disasters we have studied:hurricanes, tornadoes, earthquakes, and tsunamis.Define and describe the disaster, explain how the
disaster is formed, measured, and its effects.
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RubricNot Yet Met Met Exceeds
Student gives an precise definitionof the natural disaster chosen
The student correctly explains howthe disaster is formed
The student accurately describeshow the disaster is measured.
The student lists the effects of thenatural disaster
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Student Sample Results:
Not Met Some criteria not present
Definition Effect
Missing measurement
Missing formation
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Met All elements present
An effect
Definition
How theyre formed
How theyre
measured
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Exceeds
Met all criteria
Defined Hurricanes How theyre measured
Effects
How they form Included more than one
effect of hurricanes, lots of
details about whatthey looklike, and the parts of the
hurricane.
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ReflectionThis lesson extended over a period of three weeks andfour separate lessons. The student did a great job of
changing their mind sets from learning about simplemachines and electricity, when their teacher wasteaching, to natural disasters when I taught.
Changes I would make:
Make it explicit to choose only one disaster
Make unit all in one week so students do notforget information.
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Effectiveness I believe this assessment was a good
measurement of student learning for this unit.
The majority of students were able to define thedisaster and at least mention that the disasterkills people or destroys buildings.
When doing this unit again, I would leave outthe measurement portion. Many of themeasurement concepts, such as the Fujita scaleor Richter scale, went over the kids heads.
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What I learned The students remembered the definitions of the
disasters that used a hands on approach for
them to create their own meaning.
Take anecdotal notes while students are working
for participation, questioning, responses, to helpmodify teaching strategies and to identifystudent learning.
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Standards 1. Teachers know the subjects they are
teaching. (conceptualization, integrative
interaction)
8. Teachers know how to test for student
progress. (diagnosis, coordination)
9. Teachers are able to evaluate
themselves. (diagnosis, communication)
