A Study of Forces: Magnetism

Assessment Plan

Diagnostic

I incorporated the diagnostic test into the anticipatory set. During the anticipatory set, I ask the students to predict the similarities among magnetic objects and nonmagnetic objects. As the students verbally list their ideas, I write them on chart paper.

Before the learning experience I would have already made a T-chart on the chart paper and hung it in the front of the room.

Then as we learn facts throughout the learning experience, we can circle the information that is correct and cross off the information that is wrong. In doing so, the students will not be confused with the inaccurate information that is on the chart.

Formative

The teacher assesses the students’ Mighty Magnets worksheet (see Appendix E). In order to make sure the students accurately test the specified objects. This is a quick check of the students’ work to see if the students glue the pictures of the objects they tested under the appropriate side of the T-chart.

Summative

The students write about what they learned about magnetism. The students start by writing the definition of magnetism in their own words. In this section, I can make sure the students accurately incorporate a few of the terms that we learned about magnetism. After, the students can include similarities of magnetics and nonmagnetic objects; this section is worth twice as much as the other section because this is where the majority of the content is incorporated. Finally, I can grade the students on their conventions; this section is weighted by half because I want the students to concentrate on the science portion of this learning experience and not the English Language Arts portion. I grade the students according to the Similarities Between Magnetic and Nonmagnetic Objects rubric. I can review the rubric before the writing assignment so every student is informed.

The rubric aligns to the New York State Science Standards for first grade. For instance, this learning experience falls into the physical setting target area and key idea five. Specifically, this standard states how, “The students will describe the effects of common forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and mechanical forces.” More specifically it aligns to major understanding 5.1e which states, “Magnetism is a force that may attract or repel certain objects.”

The student’s score on the scoring rubric is one of the main grades that his/her Science grade for this unit will consist of (on his/her report card). The student friendly rubric however, is one of the main grades for the student’s effort that they put forth during this Science unit (on his/her report card).

Teacher Rubric

Similarities Between Magnetic and Nonmagnetic Objects

Criteria	Nobel Prize 4	Best Seller 3	Editing 2	Drafting 1	Score
Definition: The extent to which the student defines the word magnetism.	The student uses vivid and precise words that bring his/her magnetism definition to life. The student incorporates details from the books AND videos shown in class.	The student uses vivid and precise words that bring his/her magnetism definition to life. The student incorporates details from either the books OR videos shown in class.	The student needs prompting in order to incorporate details about magnets into his/her definition.	Even with prompting, the student was unable to develop a definition of magnets.	Instructor: _______ Out of 4 points
Ideas and Content: The extent to which the student connects information to the objects.	Accurate descriptions of the similarities between both magnetic and nonmagnetic objects.	Most of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are some inaccurate details.	Some of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are many inaccurate details.	Rambling, thoughts that are unrelated to the topic AND unrelated to the text.	(Weight: X2) Instructor: _______ Out of 8 points
Conventions: The extent to which student uses correct spelling, punctuation, capitalization.	Excellent control, few or no errors, making the message able to be read and understood quickly.	A few errors that do not interfere with readability and do not distract from understanding the message.	Errors interfere with readability OR understanding the message.	Due to the amount of errors, the message cannot be read AND cannot be understood.	(Weight: 0 .5) Instructor: _______ Out of 2 points

Criteria

Nobel Prize 4

Best Seller 3

Editing 2

Drafting 1

Score

Definition:
The extent to which the student defines the word magnetism.

The student uses vivid and precise words that bring his/her magnetism definition to life. The student incorporates details from the books AND videos shown in class.

The student uses vivid and precise words that bring his/her magnetism definition to life. The student incorporates details from either the books OR videos shown in class.

The student needs prompting in order to incorporate details about magnets into his/her definition.

Even with prompting, the student was unable to develop a definition of magnets.

Instructor: _______

Out of 4 points

Ideas and Content:
The extent to which the student connects information to the objects.

Accurate descriptions of the similarities between both magnetic and nonmagnetic objects.

Most of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are some inaccurate details.

Some of the descriptions of the similarities between both magnetic and nonmagnetic objects are accurate. However, there are many inaccurate details.

Rambling, thoughts that are unrelated to the topic AND unrelated to the text.

(Weight: X2)

Instructor: _______

Out of 8 points

Conventions:
The extent to which student uses correct spelling, punctuation, capitalization.

Excellent control, few or no errors, making the message able to be read and understood quickly.

A few errors that do not interfere with readability and do not distract from understanding the message.

Errors interfere with readability
OR understanding the message.

Due to the amount of errors, the message cannot be read AND cannot be understood.

(Weight:

0 .5)

Instructor: _______

Out of 2 points

Total Score (14/14): __________/ 14 Comments:

Student-Friendly Rubric


-I listened the entire time. -I follow directions -I was focused -I answered all of the questions. -I had ending punctuation. -I had complete sentences. -I had lowercase and capital letters where they belong. -I did my best work.	-I followed most of the directions. -I tried. -I understood the questions and I did the work. -Most of my sentences were complete. -Most of my sentences had ending punctuation. -I had lowercase and capital letters where they mostly belong.	-I did some of my work. -I focused sometimes. -I understood part of what was asked. -I need to go back and check for: -capital letters. -lowercase letters. -ending punctuation. -complete sentences.	-I didn’t do my best. -I talked to friends a lot. -I need to go back and check for: -capital letters. -lowercase letters. -ending punctuation. -complete sentences. -I need help and it’s okay.

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