Assessment Plan

Assessment Plan For Kindergarten On Understanding The Four Seasons

Purpose:  The purpose of this assessment plan is guide the teacher and students on what is expected for the learning outcome. The assessment will be preconceived to ensure that the learning outcome is supported. The context of the assessment will refer to and only to the learning outcome. As well, a rubric and constraints will be created and provided to ensure that all students have an equal opportunity to achieving the same grading style and same type of assessment.

Learning Outcome:  To identify what types of clothes may be worn in each season and why.

Assessment Context:  Students will be asked to sort clothes into their appropriate bins according to the season. They will also be asked to support their decisions.

Holistic Rubric: 

 1 – Below Average         2-Approaching                  3-Average           4- Proficient                       5-Advanced

	1-      Below Average	2 - Approaching	3-Average	4-Proficient	5-Advanced
Recognition	Does not recognize any of the seasons.	Recognizes only one of the seasons.	Recognizes two of the seasons.	Recognizes three of the seasons.	Recognizes all four of the seasons.
Sorting	Does not sort the clothes in the right bins.	Sorts clothes into one bin correctly.	Sorts clothes into two bins correctly.	Sorts clothes into three bins correctly.	Sorts clothes into all four bins correctly.
Concepts	Does not understand the weather of the season and what clothes are more appropriate for the weather.	Understands the weather of one of the seasons and the clothes appropriate for it.	Understands the weather of two of the seasons and the clothes appropriate for it.	Understands the weather of three of the seasons and the clothes appropriate for it.	Understands the weather of all four of the seasons and the clothes appropriate for it.

 

Testing Constraints:  Students will be given four outfits and four labeled bins. They will use their own preconceived notions and learned context regarding seasons and the clothes for this assessment. Students will be asked to complete this assignment without help from their peers within five minutes.

 

 

 

Rationalizing Test Items and Learning Outcomes

It is important to use the correct form of assessment to measure if the learning outcome has been met. There are various types of assessments. Concerning test items there are true/false, essay, multiple-choice, and fill in the blank. The first learning outcome was for the students to reproduce and replicate a given pattern twice. The second learning outcome was for the student to complete the pattern by filling in the missing piece. The third outcome was for the student to create their own pattern. After reaching these goals the student will understand what a pattern is.

I chose the test items involving circling the missing pattern, fill in the blanks, and the true and false because they are more appropriate for the Kindergarten’s difficulty level. These methods involve clear instructions to which the students will understand the directions and be able to implement. These tests reinforce what has been learned and provide an opportunity for the students to demonstrate what they have learned.  Students at the Kindergarten level rely on visual clues. Through having a pattern provided they have the sample. They can then depict what piece is missing and locate it or replicate it. They are also able to assess whether or not something fits a category. Therefore the students will be able to acknowledge if a sample is a pattern or not.

Regarding the essay, Kindergarteners are unable to write essays. However, they are able to orally discuss what they have learned. Their higher-level of thinking is demonstrated through their presentations. Because of this, they can use their words to describe what a pattern is. They can reinforce their definitions with examples. If they understand what a pattern is they will be able to contribute and lead the discussion.

Kindergarten Learning Outcomes

Three Kindergarten learning outcomes that can be used for a unit on patterns are:

1. Given a pattern produced with provided blocks, the student will be able to reproduce and replicate the given pattern twice.
2. Given examples of patterns with a missing piece, the student will be able to figure out and complete the patterns.
3. The student will be able to create his/her own pattern using the standard provided.


Three test outcomes that be used for a unit on patterns are:


1. Fill in the blanks to complete the pattern two more times.
2. Circle the picture that completes the pattern.
3. Look at the group of pictures. If the group is a pattern circle the T. If the group is not a pattern circle the F. (If letters are not measurable at this time have the students color in a smiley face if the group is a pattern or a frown face if the group is not a pattern.)


One essay item that supports the learning outcomes on a unit on patterns is:
Discuss what a pattern is. Point out, find, or show examples of what a pattern looks like.