Views of Water on Earth

Assessment Plan

Pre-assessment

This learning experience includes assessments that are diagnostic, formative and summative. The diagnostic assessments include pre/post tests that the students take independently to evaluate the specific skills they have prior to and at the completion of instruction. The pre-test is given during the first ten minutes of the period and will consist of only four questions. Commonly, pre-tests are not administrated; therefore, I created the pre-test. I tried to assess the student’s prior knowledge of all the material of a chapter.
The summative assessment (post-test) examines the student’s knowledge of the material through a final matching of the spheres and a self creation of the water cycle with specific characteristics. The post assessment analyzes the students understanding of the whole earth science section of water on Earth. The post-test is given during the duration of forty-five minutes and consists of three matching questions and a drawing of the water cycle using color with labeling.  The scoring rubric is aligned to NYS Standards and performance indicators allowing students to identify and define and create the water cycle, visual, drawing and labeling. The post-test is not identical to the pre-test due to time constraints within the classroom. An example of the post test is provided.
The formative assessment includes chapter questions completed after reading each section, video quiz, the completion of the evaporation and condensation lab, and a creation of a water cycle for self use. These assignments are completed during the course of instruction of the chapter and are given due dates. The received grades will be used as a final grade for science. A rubric is used to assess the student’s performance on their post assessment. The scoring rubric is used in the context of other semester grades through being about thirty percent of their grade.
The student’s role during the assessment process is to complete the post assessment; if the student does not complete the post assessment the student will receive a zero. It is the student’s responsibility to complete all homework, classroom work, and quizzes.  If one assessment is missed, it is able to be made up but by a specific date, otherwise the student will be issued a zero.

The students are given a pre-test during the first ten minutes of the period. It requires them to match a vocabulary word with the correct definition independently. The questions are based on prior knowledge the students retain about the water cycle material. The results of the pre-test the scores are as follows:

Diagnostic pre-assessment results for chapter 7
Views of Water on Earth

 

Prior to instruction, most of the students exhibited developing understanding of the material. Preceding this pre-test, the students were given instruction on key specific vocabulary related to the material. The students demonstrated weak vocabulary skills related to the chapter when tested on them in the pre-assessment.

The post test given was not identical to the pre-test. This is due to time restraints within the classroom. In order to complete a pre-test, it had to be administered on a day that instruction was also included. The post-test included: matching vocabulary word and creating and labeling the water cycle.

  

 

 

 

 

 

After the instruction of chapter 7, most of the students achieved distinguished developing of the material. Many of the students excelled on the matching of their vocabulary and creating the water cycle with labeling.  One student had loss of interest in taking the test.  He was awarded extra time later that day and still proceeded to leave his assessment as it was.  The student I found to be proficient, forgot one of the four major parts to the water cycle.  I feel as though this is odd because the students were awarded a word box which should have helped the students.
A Teacher exemplar is included. The students are not shown the teacher exemplars of the pre-assessment and final assessment, because both assessment tools are used to analyze the student’s attainment of the material.

Rubric

 

Name ____________________________                                                          Views of Water on Earth

Water Cycle Rubric

 

Attributes	4-Electric Excellent	3-Glorious Good	2-Fancy Fair	1-Pleading Poor
The Earths “spheres” are correctly identified. atmosphere hydrosphere lithosphere   The water cycle’s four major parts are correctly identified: evaporation condensation precipitation runoff P.I. - 2.1 Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. (biosphere, geosphere)         50 %	All three “spheres” are correctly identified.       All four major parts of the water cycle are correctly identified.                   2.0 pt.	Two “spheres” are correctly identified.       Three major parts of the water cycle are correctly identified.                   1.5 pt.	One “sphere” are correctly identified.       Two major parts of the water cycle are correctly identified.                   1.0 pt.	Zero “sphere” is correctly identified.       One major part of the water cycle is correctly identified.                     .5 pt.
Characteristics of the Water Cycle are correctly labeled with illustration. Illustrations include: Clouds Water scene Hail, sleet, snow, rain      50%	Combines labeling within diagram and illustration to create new knowledge that is comprehensive and significant.         2.0 pt.	Combines few labeling within diagram or illustration. The meaning of the topic is vague.           1.5 pt.	Combines labeling and illustration without reviewing content for correct information.         1.0 pt.	Combines little or no information. Needs more development.           .5 pt.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total Score: