Assessment Plan

The students are formally assessed by the completion of the Measuring Up response sheet. Students are required to measure two items in the classroom - one horizontal and one vertical - with non-standard units chosen by the student.

Student work is assessed by the teacher using a four-point rubric. Students self-assess using a student-friendly, developmentally appropriate version of the rubric. Areas of assessment include:, appropriate choice of non-standard measuring tools, accuracy of measurement, and following directions independently. Teacher uses Anecdotal Record Grid to record notes concerning a specific student’s measure of skill attainment. These notes become a factor in first grade progress report and trimester report card.

Formal assessment moments are as follows:
Diagnostic whole-class assessment:Students are assessed informally by "popcorning" (calling out randomly) answers to the question "How do we measure things?" Teacher lists the ways that students brainstorm on large paper to keep for further reference. Students then answer the question "Which of these ways are ways that we can measure how long something is?" Teacher circles correct answers given and lead discussion regarding answers that are not appropriate ways to measure length (e.g. using a scale or balance). See Day 1.
Diagnostic Individual Assessment: Students complete Estimate It worksheet.

Formative Assessment: Students are assessed using Measuring Up observation grid /data table during partner measuring activities.

Summative Assessment: Students complete Measuring Up response sheet and Measuring Up self-evaluation rubric. Teacher assigns value to aspects of the students' work using the Measuring Up rubric – teacher version.

The Measuring Up rubric dimensions “Choice of non-standard unit of measure” and Accuracy of measurement” assess MST 3 1.M.2. Dimension “Following Basic Directions” assesses ELA Listening 1.1.3