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Part 2: Short Answer and Essay Questions S1L1. Obtain, Evaluate, and Communicate Information About The Basic Needs of Plants and

This document contains a science assessment plan for first grade students. It outlines objectives, assessment items, and feedback. The objectives are to identify plant parts, list basic needs of plants and animals, explain plant needs, compare needs of plants and animals, and develop a care plan. Assessment items include labeling plant parts, listing basic needs, and short answer and essay questions. Reliability and validity are ensured through scoring rubrics and aligning assessments to standards. Differentiation and improving learning involve reteaching, hands-on activities, and using formative assessments to guide instruction.

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271 views

Part 2: Short Answer and Essay Questions S1L1. Obtain, Evaluate, and Communicate Information About The Basic Needs of Plants and

This document contains a science assessment plan for first grade students. It outlines objectives, assessment items, and feedback. The objectives are to identify plant parts, list basic needs of plants and animals, explain plant needs, compare needs of plants and animals, and develop a care plan. Assessment items include labeling plant parts, listing basic needs, and short answer and essay questions. Reliability and validity are ensured through scoring rubrics and aligning assessments to standards. Differentiation and improving learning involve reteaching, hands-on activities, and using formative assessments to guide instruction.

Uploaded by

api-475360093
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Salem Teske

FRIT 7236
KA Part 2
Part 2: Short Answer and Essay Questions
First Grade Science
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and
animals.

Objectives Level and type Short Answer Questions

Students will be able to Students are required to Draw and label the following
identify the parts of a plant. understand and create parts of a plant: root, stem,
procedural knowledge leaf, flower.

Students will be able to list Students are required to List the four things plants and
the basic needs of plants and remember procedural animals need to live and
animals. knowledge grow.

Students will be able to Students are required to How does a plant get its
explain the basic needs of a remember and understand energy to grow?
plant. procedural knowledge

Objectives Level and type Essay Questions

Students will be able to Students are required to How are the basic needs of plants
compare and contrast the analyze procedural and animals the same? How are
basic needs of plants and knowledge they different?
animals.

Students will be able to Students are required to Are the basic needs of humans
compare and contrast the analyze procedural more similar to plants or animals?
basic needs of plants and knowledge How so?
animals.

Students will be able to Students are required to You just got a new plant or pet
develop a plan to ensure a understand, apply, from the store. Write a short letter
plant or animal has all of its evaluate, and create to a friend about your plant or pet
needs met. procedural knowledge and how you will take care it.

----------------Comments----------------------
- Good work here. Your objectives align with your assessment items.

Dr. A
09-24-2018
Assessment Plan

Reliability: Reliability is the degree to which students’ results remain consistent over
replications of an assessment procedure (Brookhart & Nitko, 2015). To ensure reliability of these
assessments, scoring rubrics relating to subject matter will be used. This will allow for consistent
grading of student’s answers. Students will participate in a variety of activities that contribute to
their retention and application abilities of the subject matter.

Validity: Validity is the soundness of your interpretations and uses of students’ assessment
results (Brookhart & Nitko, 2015.) To ensure validity of assessments the Georgia Standards of
Excellence will be used to determine if the tasks are appropriate and align to the standards.
Students’ scores will also be evaluated to detect if changes need to be made to the assessments or
instruction to guarantee appropriateness and alignment to the content being taught.

Differentiation of instruction: Differentiation of instruction is when a teacher tailors instruction


to fit the individual needs of students. A teacher can differentiate the content, the process, or the
product to meet students specific needs. Based on formative assessments results, areas of
reteaching can be determined. When completing assessments, students who receive
accommodations can have the questions read aloud, have directions repeated, or have
directions/questions explained in simpler terms. Students who receive modifications for written
responses can answer the questions aloud, and then have an adult record their answers.

Improving student learning: Students’ learning can be improved by using assessment


blueprints when creating summative assessments. This will ensure the reliability and validity of
these assessments. Upon reviewing students’ scores of formative assessments, the need for
reteaching opportunities will be provided. More hands-on learning activities or small group
activities can aid in the overall comprehension and application of the subject matter material.

Improving future assessments: Improving future assessments is crucial for the reliability and
validity of assessments. There will always be opportunities to improve assessments when using
assessment blueprints to create assessments and continuously evaluating students’ scores.
Comparison of students’ scores with the overall performance of the grade level and
conversations with team members will promote the changes that need to be made to improve the
current assessments. To improve students’ success on assessments, additional practice activities
that include end of unit assessment questions can be included during classroom instruction.

----------------Comments----------------------
- Nicely done here. Your objectives align with the assessment items, you provided required
descriptions of your terms, and the differentiation of instruction and improvement plan are
feasible and actionable.

Dr. A
09-24-2018

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