Assessment Plan
Learning GoalLearning Goal 1
Students will accurately demonstrate their ability to identify and convert place values up to 100. Learning Goal 2 Students will accurately demonstrate their ability to identify and convert place values up to 100. Learning Goal 3 Students will apply concepts of addition and subtraction to solve problems up to ten with 95% accuracy. |
AssessmentsPre-Assessment
Formative Assessment Objectives 1& 3 Objectives 2, 4, & 5 Objectives 6&7 Post-Assessment Pre-Assessment Formative Assessment Objectives 2,4,6,& 8 Objectives 1,3,5, & 7 Post-Assessment Pre-Assessment Formative Assessment Objective 1 &2 Post-Assessment |
Format of Assessment10 question paper and pencil test which include fill-in-the- blank and short answer.
thumbs up, checklist whiteboard hold-up, checklist ticket out the door 10 question paper and pencil test which include fill-in-the- blank and short answer. 10 question paper and pencil test which include fill-in-the-blank and short answer. Shoulder Buddy Counting checklist ten minute ticket out the door 10 question paper and pencil test which include fill-in-the- blank and short answer. 10 question paper and pencil test which include fill-in-the- blank and short answer. number hold-ups checklist 10 question paper and pencil test which include fill-in-the- blank and short answer. |
AdaptationsMary, Carrie, Kristy, and Joe will be given extra time when taking the pre-assessment. These students will be taking the assessment in a Learning Support Room.
Ashley and Bobbie will sit on yoga balls. Joe, Carrie, Kristie, and Mary will be given the white board hold-up questions ahead of time on a paper that they can have on their desk. Mary, Carrie, Kristy, and Joe will be given extra time when taking the post-assessment. These students will be taking the assessment in a Learning Support Room. Mary, Carrie, Kristy, and Joe will be given extra time when taking the pre-assessment. These students will be taking the assessment in a Learning Support Room. Ashley and Bobbie will sit on seat cushions. Joe, Carrie, Kristie, and Mary will be given extra five minutes to work on the timed ticket out the door. Mary, Carrie, Kristy, and Joe will be given extra time when taking the post-assessment. These students will be taking the assessment in a Learning Support Room. Mary, Carrie, Kristy, and Joe will be given extra time when taking the pre-assessment. These students will be taking the assessment in a Learning Support Room. Ashley and Bobbie will sit on seat cushions. Joe, Carrie, Kristie, and Mary will be given the number hold-up questions ahead of time on a paper that they can have on their desk. Mary, Carrie, Kristy, and Joe will be given extra time when taking the post-assessment. These students will be taking the assessment in a Learning Support Room. |
- The teacher will use multiple types of formative assessments; holdups, shoulder buddy counting, thumbs up/thumbs down, ticket out the door, and checklists. During white board hold ups, students will write the answers to the teacher's questions and hold it up for the teacher to see. The student will count back and forth with their shoulder buddy and the teacher will walk around and listen to the pairs. The teacher will ask the students questions, and if the answer is yes they will put their thumbs up and if the answer is no they will put their thumbs down. Students will be given a prompt to answer on a half sheet of paper. This is their ticket out the door. Through these formative assessments the teacher will