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Assessment Alignment and Pre Assessment

Assessment Alignment and Pre Assessment

Assessment Alignment and Pre-Assessment

Pre-assessments provide valuable information on what students know and guide planning. Before beginning a new unit or teaching a new concept, educators can give a pre-assessment to gauge where their students are and plan how and what to teach.

Using the grade level of your field experience class, select two science standards. Each standard should be from a different science strand for that grade level. For each of the standards, write 100-250 words addressing the following:

Standard and aligned objectives
Design a developmentally appropriate, authentic pre-assessment that aligns with the standard. You may incorporate activities your mentor teacher demonstrated during the observed lesson or shared during the interview that could be used to assess the learning objectives and science standards selected.
Scoring criteria for measuring student performance on pre-assessment (rubric, check-list, table, etc.)
Explain how this pre-assessment data could be used to modify and differentiate instruction for all students.
Support your findings with at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.

Assessment Alignment and Pre Assessment Using Louisiana Science State Standards

  1. Louisiana Science State Standard SI-E-A1.

This standard evaluates the learner’s ability to carry out scientific inquiry by asking the right questions in reference to organisms and events of the environment (Perma-Bound, 2020).

Standard and aligned Objectives

-To help students to understand events in the environment, for example, plants, insects, rain, rocks, and soil.

– To help students to use their observation, investigation, and scientific knowledge to answer science inquiry-related questions.

Pre-assessment

-List 3 organisms and two events in the environment.

-What can oceans, seas, and lakes tell us about the events in the environment?

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Scoring Criteria

Learners scoring criteria will be based on a five-point scale: Excellent, Good, Fair, Marginal and Inadequate

  Excellent Good Fair Marginal Inadequate
Ability to identify organisms and events in the environment appropriately          
Ability to answer science inquiry questions          

Learners usually have different learning needs (Paolini, 2015). Therefore, it is recommended to use differentiated instructions to help all students. The pre-assessment data in this context can be modified form to the audio, presentation,  video format, or demonstrations. This will help the teacher to assess students using different approaches, including the checklist, observations, and anecdotal evidence.

  1. Louisiana Science State Standard PS-E-A3.

This standard involves evaluating the properties of objects and materials (Perma-Bound, 2020). It tests the learner’s ability to observe and describe objects based on the properties of the materials they are made from, for example, metal, wood, plastic, or paper.

Standard and aligned Objectives  

To guide students to develop skills to compare and categorize objects based on their properties.

-To use experiments to classify objects.

Pre-assessment

The pre-assessment will be based on experiments to examine the behavior of objects with similar properties. Based on this experiment, the following questions will be asked.

Do objects with similar properties behave the same?

Do weight, size, and color affect the object’s behavior when put in the water?

Scoring Criteria

Learners scoring criteria will be based on a five-point scale: Excellent, Good, Fair, Marginal and Inadequate

  Excellent Good Fair Marginal Inadequate
Ability to describe object properties          
Ability to classify objects based on their properties.          

 

The pre-assessment data in this context can be modified to presentation or video. This will help the teacher to assess students using different approaches, including checklist and observations, and meet the needs of all students (Ismajli & Imami-Morina, 2018).

References

Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students. International Journal of Instruction, 11(3), 207-218. Retrieved from https://files.eric.ed.gov/fulltext/EJ1183415.pdf

Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. The Journal of Effective Teaching, 15(1), 20-33. Retrieved from https://files.eric.ed.gov/fulltext/EJ1060429.pdf

Perma-Bound. (2020). Louisiana State Standards for Science: Grade 1. Retrieved from https://www.perma-bound.com/state-standards.do?state=LA&subject=science&gradeLevel=1

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