Lauren Mroz ED 337-05 Selected Response Assessment February 21, 2011

Unit: Living Things Grade: 3rd

Purpose: The purpose of this formative assessment is to provide the teacher and students with information on how well every student is grasping the important concepts in this unit on Living Things. The assessment will show both the teacher and students their understanding of the function of plant parts and structures that help animals survive. In order to determine the level of comprehension, students will complete three different assessment tasks and a total of twenty questions. The assessment will consist of matching, fill-in-the-blank, and multiple choice questions. When the assessment is complete, the teacher will review the questions with the students to clear up misconceptions and increase understanding of the material. Each student will then go through their own test and record which questions they answered correct and incorrect. Together, the teacher and students will determine if they comprehend the material and are ready to continue on to the next lesson. Standards/Benchmarks: L.OL.03.31 L.OL.03.32 Describe the function of the following plant parts: flower, stem, root, and leaf. Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales).

Learning Targets
I can describe what a flower does on a plant. I can describe what a stem does on a plant. I can describe what a root does on a plant. I can describe what a leaf does on a plant. I can recognize what animals use to stay warm. I can recognize what animals use to move. I can recognize what animals use to get food. I can recognize what animals use for protection.

Knowledge Items
13, 14 10, 17 7, 8,15 9, 11, 12, 16 1 3, 5, 19 4, 6 2, 20

Reasoning Items

18

Name: _________________________ Seat #:________ Date:__________________________ Directions:

Teacher says (also put on the overhead and given to each student):

This past week we have spent our time learning about the function of some plant parts and structures that help animals survive. When we all understand these ideas we will learn how to classify plants and animals using the characteristics we have learned. Today, we are going to see how well you understand the material we have covered so far, and then we can decide if we are ready to move on. When we are done with the assessment we will go through and discuss the questions together. Afterwards, you will go through and review the questions you missed. This will help you understand what you know and what you need to work on some more. It will also help me see if everyone understands the material. This assessment will not be graded. You are taking it to see if you know the function of some plant parts and structures animals use and to improve on what you do not know well. This short assessment will have 20 questions. There will be six matching, eight fill-in-the-blank, and six multiple choice questions. Each question will be worth one point. To complete the assessment: Draw a line from column A to the answer in column B and write the answer on the line next to column A in the matching section. Write the correct word on the line for the fill-in-the-blank questions. Write the letter of the correct answer on the line next the question for the multiple choice section. Remember; when you answer every question dont forget to mark if you are sure or unsure of your answer. Be honest when you mark this, it is okay to mark that you are unsure - you will not be marked down for an unsure answer. This is to help you so you can see what you truly understand and what you may need some extra time learning. Please take your time completing this assessment. You will have from now until lunch time, 45 minutes to finish this assessment. If you have any questions or need help reading a question, raise your hand and I will come to your desk and help you. Before you begin, make sure your full name, seat number, and the date are on the top of every page. If you do not remember todays date, it is written on the front board. Remember to read the whole question and every answer before choosing your answer. Look at the example question at the start of each section to fully understand what you need to do. When you finish this assessment turn the paper over and put at the top of your desk. If you have extra time, silently take out a book from your desk and practice reading or finish any homework from your homework folder. You may now begin this assessment. Good luck, take your time, and raise your hand if you have a question!

Name: _________________________ Seat #:________ Date:__________________________

Section One:

Matching 6 Matching questions, 1 point each

Directions: Match the body structure in Column A to its function in Column B. Draw a line from Column A to the answer in Column B and write the correct letter on the line. Before answering the next question ask yourself if you are sure or unsure of your answer and fill in the right box. If you have any questions raise your hand. Look at the example below to see what you need to do. Example: Column A: Objects Column B: Function A. Allows a person to cut paper

B
Sure

1. Pencil Unsure 2. Scissors Unsure

A
Sure

B. This is used to write with

You may begin

Column A: Body Structure

1. Fur and Feathers Sure Unsure

Column B: Function
A. Allows for movement in birds like eagles and bats. B. Used in flying animals to fight off birds in the air.

2. Scales Sure

C. Controls body temperature in warm-blooded animals. Unsure D. Used to capture small prey and eat.

3. Wings Sure

E. Supports the basic structure of most animals. Unsure F. Tough protective layer of skin on most reptiles.

4. Claws Sure

G. Controls body temperature in cold-blooded animals like fish. Unsure H. Allows for movement in land animals like wolves and bears.

5. Four Legs Sure Unsure

I. Used in birds to get food such as seeds and bugs. J. Sharp, talons on feed used to capture moving prey.

6. Beaks Sure Unsure

K. Protects animals by allowing them to blend into their environment.

Great Job! Keep going.

Name: _________________________ Seat #:________ Date:__________________________

Section Two:

Fill-in-the-Blank 8 questions 1 point each

Directions: Complete the sentences below by writing a word from the word bank in the blank provided. There is only one correct answer for each sentence and you will use each word only once. Not all words in the word bank will be used so read every word before answering. Before going on to the next question ask yourself if you are sure or unsure of your answer and fill in the right box. If you have any questions raise your hand. Look at the example below to see what you need to do. Example: 210 Our classroom number is ___________________. You may begin Sure Unsure

Word Bank
air chlorophyll flower insects nutrients petals photosynthesis plants root seeds stem sun
Sure Unsure

7. Water is taken up in a plant through the ___________________.

8. Roots grow into the ground to absorb ___________________.

Sure

Unsure

9. Leaves get energy from the ___________________.

Sure

Unsure

10. Leaves and flowers are supported by a ___________________.

Sure

Unsure

11. Leaves make food for the plant by a process called ___________________.

Sure

Unsure

12. Leaves capture sunlight because they contain ___________________.

Sure

Unsure

13. Flowers are bright colors to attract ___________________.

Sure

Unsure

14. When a flower is pollinated it produces ___________________.

Sure Almost done! One section left You can do it!!

Unsure

Name: _________________________ Seat #:________ Date:__________________________

Section Three:

Multiple Choice- 6 questions, 1 point each

Directions: Find the word that best completes the sentence for each question. Write the capital letter on the line next to the number. The first three questions are about plants the last three questions are about animals. Before answering the next question ask yourself if you are sure or unsure of your answer and fill in the right box. If you have any questions raise your hand. Look at the example below to see what you need to do. Example: C There are _____________ months in a year. #. _____ a. Nine b. Six c. Twelve You may begin Sure Unsure

Plants

15. _____ Roots take in _____________ from the soil. a. Oxygen b. Dirt c. Water

Sure

Unsure

16. _____ Leaves use _____________ to make food (sugar). a. Pollen b. Sunlight c. Oxygen

Sure

Unsure

17. _____ Tiny tubes that carry food, water, and minerals are found in the _____________. a. Stem b. Petals c. Roots

Sure

Unsure

Keep up the great work only three questions left!

Name: _________________________ Seat #:________ Date:__________________________

Section Three:
You may begin.

Multiple Choice continued

Animals
Sure Unsure

18. _____ Penguins live in the cold so to stay warm they _____________. a. Huddle in groups b. Have thick fur c. Have many feathers

19. _____ Animals that live in the water use _____________ to move. a. Feet b. Fins c. Gills

Sure

Unsure

20. _____To protect itself a chameleon uses (a) _____________. a. Camouflage b. Claws c. Tail

Sure

Unsure

Please fill out the feedback on the next page

Student Feedback:
Directions: Please answer the following questions about this assessment honestly and in complete sentences. These questions will not affect your grade but help me understand how you felt about this assessment and help you understand how you can improve on the next assessment. 1. Did you feel prepared for this assessment? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

2. What section was easiest? Why? (Matching, Fill-in-the-blank, Multiple Choice) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

3. What section was hardest? Why? (Matching, Fill-in-the-blank, Multiple Choice) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

4. What could we do in class to help you understand Living Things better? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Great Job on the feedback! You are done!!

Student Self-Assessment
(Teacher reads to students)

Directions: Now that your assessment is corrected, it is important that you go through and see how well you did. This will help you and I know the areas you understand well and the areas we need to improve. Next we will compare your results to the learning targets. To begin, fill out the data table below. Look through your assessment and for each question mark with an X if you got the question correct or incorrect and if you were sure or unsure of your answer.

Data Table:

Question # Example 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Correct X

Incorrect

Sure X

Unsure

Comparing Results to the Learning Targets

(Teacher reads to students)

Directions: Now you will compare your results on the assessment to the learning targets we talked have focused on in class. Below is a table for you to fill out. Each learning target is listed on the left with the question numbers it relates to. Look at the Student Self-Assessment page to complete the table. The targets are also colored to help you find the correct question on the previous page. This will help you and I understand what learning targets you have mastered and which need some help. **Remember to write the total number of answer correct and incorrect and the total sure and unsure for every learning target listed below.

Learning Targets
I can describe what a flower does on a plant. I can describe what a stem does on a plant. I can describe what a root does on a plant. I can describe what a leaf does on a plant. I can recognize what animals use to stay warm. I can recognize what animals use to move. I can recognize what animals use to get food. I can recognize what animals use for protection.

Question Number
13 14 10 17 7 8 15 9 11 12 16 1 18 3 5 19 4 6 2 20

Total Correct

Total Incorrect

Total Sure

Total Unsure

*If you need help remembering how to find the total raise your hand and I will come to your desk and help you

What do I know?
(Teacher reads to students)

Directions: Let us determine which learning targets you know best and which ones need some more practice. Use the Compare your Results to the Learning Targets page to complete this page. If you got all the questions right for a learning target you mastered that target. If you got one or more questions wrong for a learning target you need more practice.

1. Draw a smiley face next to the learning targets you have mastered:
I can describe what a flower does on a plant. I can describe what a stem does on a plant. I can describe what a root does on a plant. I can describe what a leaf does on a plant. I can recognize what animals use to stay warm I can recognize what animals use to move. I can recognize what animals use to get food. I can recognize what animals use for protection.

2. Draw a circle around the learning targets you need more practice on:
I can describe what a flower does on a plant. I can describe what a stem does on a plant. I can describe what a root does on a plant. I can describe what a leaf does on a plant. I can recognize what animals use to stay warm I can recognize what animals use to move. I can recognize what animals use to get food. I can recognize what animals use for protection.

Time to Practice!
(Teacher reads to students)

Directions: Now that you know what you need more practice on, lets start learning! Use your What do I know? page and look at the learning targets you have circled. Then look for them below and complete the activity that goes with it. You will have the remaining class time, 45 minutes, to work on this; I will be walking around the computer room to assist your learning: Plants
Do you need to work on any of these learning targets? I can describe what a flower does on a plant. I can describe what a stem does on a plant. I can describe what a root does on a plant. I can describe what a leaf does on a plant. If you need to work on any of these learning targets go to this website: http://www.naturegrid.org.uk/plant/parts.html First try to guess what part of the plant the question mark is pointing to. Then put the mouse pointer over it and click on the word to find out the function. Using worksheet 1: Plant Parts and their Function, answer the questions. Take your time, have fun, and good luck!

Animals
Do you need to work on any of these learning targets? I can recognize what animals use to stay warm I can recognize what animals use to move. I can recognize what animals use to get food. I can recognize what animals use for protection. If you need to work on any of these learning targets go to this website: http://www.purposegames.com/game/animal-body-parts-quiz Observe the pictures and where the small blue dots are on each. When you are ready press the start button and take your time finding the body part on the animals. Play the game a few times. When you are done answer the questions on worksheet 2: Animal Body Parts and Function. Take your time, have fun and good luck!

Name: _________________________ Seat #:________ Date:__________________________

Worksheet 1: Plant Parts and their Function

Website: http://www.naturegrid.org.uk/plant/parts.html Directions: Using the website above, answer the following questions. Have fun learning! Each question is 1 point. Remember, this is not a grade, but to help you learn

1. Write something interesting you learned about the function of a flower. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. How do leaves make sugar for the plant? What is the name of this process? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. Where does the stem carry water to? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4. What do the roots take up from soil? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Wow! That was amazing! You did it!

Name: _________________________ Seat #:________ Date:__________________________

Worksheet 2: Animal Body Parts and Function

Website: http://www.purposegames.com/game/animal-body-parts-quiz Directions: Using the website above, answer the following questions. Have fun learning! Each question is 1 point. Remember, this is not a grade, but to help you learn

1. What could the Penguin use its beak for? (movement, protection, get food, stay warm) ____________________________________________________________________________________ ____________________________________________________________________________________

2. An elephant has four legs, what are they used for? (movement, protection, get food, stay warm) ____________________________________________________________________________________ ____________________________________________________________________________________

3. Why would an animal need a shell? (movement, protection, get food, stay warm) ____________________________________________________________________________________ ____________________________________________________________________________________

4. Why do fish have scales? (movement, protection, get food, stay warm) ____________________________________________________________________________________ ____________________________________________________________________________________

5. What are wings used for on a bird? (movement, protection, get food, stay warm) ____________________________________________________________________________________ ____________________________________________________________________________________

6. What are feathers used for? (movement, protection, get food, stay warm) ____________________________________________________________________________________ ____________________________________________________________________________________

You did G-R-E-A-T!!! Nice work

Answer Key: Section One: Matching Items (six questions 1 point each) 1. C 2. F 3. A 4. J 5. H 6. I Section Two: Fill-in-the-blank Items (Eight questions 1 point each) 7. Root 8. Nutrients 9. Sun 10. Stem 11. Photosynthesis 12. Chlorophyll 13. Insects 14. Seeds Section Three: Multiple Choice Items (Six questions 1 point each) 15. C 16. B 17. A 18. A 19. B 20. A Worksheet 1: Plant Parts and their Function (Four questions 1 point each) 1. 2. 3. 4. Many colors, shapes, sizes. Smell sweet to attract insects. Use sunlight to join water and air. Photosynthesis. Leaves and Flowers Water or Nutrients

Worksheet 2: Animals Body Parts and Function (Six questions 1 point each) 1. Protection or get food 2. Movement 3. Protection 4. Protection 5. Movement 6. Stay warm

Name: Lauren Mroz You included this

Standards of Quality for Selected Response Assessments Clear Purpose It is clear who the intended users and uses are It is clear that this is a formative or summative assessment. Comments: Clear Targets Targets are important worth the assessment time devoted to them. Targets are clearly related to the state and/or district standards Targets connect to the items on the assessment Comments: Directions: Provide complete directions, both for the overall test and for each item format. Directions include guidance for what is expected in the response as well as how to respond. 1. Directions tell the students the objective of the assessment 2. Directions tell students types of items found on the assessment 3. Directions tell students how many points items are worth 4. Directions tell students where to put name, hour, date, etc. 5. Directions tell students where to write their responses. 6. Directions tell students how much time they have to complete the assessment 7. Directions tell students what to do if they have questions 8. Directions tell students where to put assessment when finished 9. Directions tell students what to do when finished 10. Encouragement given. Comments: General Formatting 1. Group like questions, e.g. put all of the multiple choice questions together. 2. Never split a question between pages. 3. Avoid splitting like questions between pages. 4. Indicate the point value for each question. 5. Use plenty of white space to set off directions, questions and answers, and sections of the test. Dont crowd things together. 6. Keep wording simple and focused 7. Highlight critical words (most, least, except, not) Comments: Assessment Items and Target Match 1. Assessment items are matched to targets. 2. Assessment items contain important knowledge or reasoning information. 3. Answer key provided. Comments: Fill-in-the-Blank 1. Leave only important terms blank. 2. Keep items brief. 3. Limit the number of blanks per statement to one, at the most two for older students. 4. Limit the response called for to single words or very brief phrases. 5. Try to put the blanks near the end of the statement (or better yet, see 8 below). 6. Try to ensure that only one term fits each blank. 7. Indicate the units if the answer called for involves a numerical measure.

8. Number the blanks and provide lines down the right-hand side of the page, all the same length, for students to write their answers. 9. Do not make length a clue. Comments:

True/False 1. Use a single point that determines the truth of the statement. An example violation: The cm is larger than the mm and the mm is larger than the dm. 2. Take care with grammar and spelling. 3. Have approximately of the statements true and half false. If is easier to start with all true statements, then go back and change some to false statements. 4. Use a random pattern in the sequence of answers, e.g., TTFFT is ok, TFTFT is not. Comments: Matching 1. Make certain that the relationship between the stems and the responses is the same throughout the question. For example, all of the items might be things OR events, but a combination of thins and events is inappropriate. 2. State the specific relationship between the stems and responses in the directions to the question. Check that it fits each stem and its response. 3. Put the stems (questions) column on the left and number them. 4. Put the blanks for students to record their answers next to the stems (or on an answer sheet). 5. Put the responses (answers) column on the right and letter them (capital letters). 6. Provide more responses than needed (about 40-50% more than the questions to avoid having students use process of elimination. Comments: Multiple Choice 1. Use the same number of distrators (wrong answers) for every question. 2. Use plausible distractors that are related to the stem and are similar in character. 3. Have all distractors (and the correct answer) about the same length. 4. Use correct grammar; if the stem is an incomplete sentence, each distractor should be grammatically consistent with it and complete the sentence. 5. Put all of the distrators in a single column, not side by side or in two columns. 6. Use reasonable vocabulary and avoid wordiness and ambiguity. 7. Vary the position of the correct answer (the tendency is to make it B or C). 8. Limit the use of all of the above and none of the above. If you do use them, make them as frequently the incorrect answers as they are the correct answers. Comments: Student Involvement 1. Assist students with self assessment, tracking learning, and communicating about their learning. Comments: